Is MOOC Learning Different for Dropouts? A Visually-Driven, Multi-granularity Explanatory ML Approach

Millions of people have enrolled and enrol (especially in the Covid-19 pandemic world) in MOOCs. However, the retention rate of learners is notoriously low. The majority of the research work on this issue focuses on predicting the dropout rate, but very few use explainable learning patterns as part of this analysis. However, visual representation of learning patterns could provide deeper insights into learners' behaviour across different courses, whilst numerical analyses can -- and arguably, should -- be used to confirm the latter. Thus, this paper proposes and compares different granularity visualisations for learning patterns (based on clickstream data) for both course completers and non-completers. In the large-scale MOOCs we analysed, across various domains, our fine-grained, fish-eye visualisation approach showed that non-completers are more likely to jump forward in their learning sessions, often on a 'catch-up' path, whilst completers exhibit linear behaviour. For coarser, bird-eye granularity visualisation, we observed learners' transition between types of learning activity, obtaining typed transition graphs. The results, backed up by statistical significance analysis and machine learning, provide insights for course instructors to maintain engagement of learners by adapting the course design to not just 'dry' predicted values, but explainable, visually viable paths extracted.Comment: Intelligent Tutoring Systems. ITS 2020. Lecture Notes in Computer Science, vol 1214

Can we (control) Engineer the degree learning process?

This paper investigates how control theory could be applied to learning processes in engineering education. The initial point for the analysis is White’s Double Loop learning model of human automation control modified for the education process where a set of governing principals is chosen, probably by the course designer. After initial training the student decides unknowingly on a mental map or model. After observing how the real world is behaving, a strategy to achieve the governing variables is chosen and a set of actions chosen. This may not be a conscious operation, it maybe completely instinctive. These actions will cause some consequences but not until a certain time delay. The current model is compared with the work of Hollenbeck on goal setting, Nelson’s model of self-regulation and that of Abdulwahed, Nagy and Blanchard at Loughborough who investigated control methods applied to the learning process

Toward a New Framework of Recommender Memory Based System for MOOCs

MOOCs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in MOOCs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks

Analysis of Learning Behavior and Pattern of Online Learners on a MOOC Platform

Understanding a learner in an online environment can ensure success of an online course. The present study determines learning behavior and learning pattern among learners on the MOOC platform established for running an online course offered at ICAR-National Academy of Agricultural Research Management (NAARM), Hyderabad, India. The demographic description and significant difference between learning patterns of the learners on MOOC according to their subject domain were analyzed by using Moodle LMS (Learning Management System). The learner group was found to comprise in majority as males or doctorate degree holders, and of agriculture domain. Most of the learners were found to be passive who were frequently engaging in the course in terms of learning behavior which indicates their way of participating in the course. Majority of the learners had moderate interest and seriousness to learn the subject. With regard to course participation which is measured in Course log-in patterns, learners with subject domains like Engineering and Agribusiness Management and Agriculture and Veterinary streams had similarity in course participation. Among the weekly participation, there was a significant increase in course participation towards course ending irrespective of subject domains which indicates the participants’ urge to complete the course for certification. The key observations found through study can be of paramount importance in designing a successful MOOC with better completion rates. Keywords: Massive Open Online Courses, Learning behavior, Learning pattern, Learning Management System. DOI: 10.7176/JEP/12-13-03 Publication date:May 31st 2021

An Integrated Learning Analytics Approach for Virtual Vocational Training Centers

Virtual training centers are hosted solutions for the implementation of training courses in the form of e.g. Webinars. Many existing centers neglect the informal and social dimension of vocational training as well as the legitimate business interests of training providers and companies sending their employees. In this paper, we present the virtual training center platform V3C that blends formal, certified virtual training courses with self-regulated and social learning in synchronous and asynchronous learning phases. We have developed an integrated learning analytics approach to collect, store, analyze and visualize data for different purposes like certification, interventions and gradual improvement of the platform. The results given here demonstrate the ability of the platform to deliver data for key performance indicators like learning outcomes and drop-out rates as well as the interplay between synchronous and asynchronous learning phases on a very large scale. Since the platform implementation is open source, results can be easily transferred and exploited in many contexts

Integrating MOOCs in physics preliminary undergraduate education: beyond large size lectures

In this paper, the authors discuss the effectiveness of MOOCs as part of a pedagogical strategy aimed at supporting Physics’ preliminary undergraduate students in large-size lectures. Our study is based on an experimental activity based on a blended course, which integrated a parallel MOOC delivered through the POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano’s MOOC portal. The blended model also delivered face-to-face activities that included intensive technology enhanced learning, like feedback based on clickers. Specifically, we introduce the several elements of the approach (the tutors’ pedagogy, the adoption of clickers, the diversity amongst learning groups) and its process of implementation. The findings in this study highlight that the integrated model is effective in terms’ of students’ learning both for small and large size lectures. More importantly, it was found that the students in large size lectures demonstrated similar or even better performance than students in a small size group. Moreover, the students in all sizes lectures showed higher satisfaction with the MOOCs’ against other factors adopted within the learning design

OUTLINING PARTICIPATION IN THE FIRST MOOC OF THE UNIVERSITY OF THE AEGEAN: A CASE STUDY

Twelve years after the advent of MOOCs, the University of the Aegean (Greece) implemented its first MOOC on “Violence and bullying in schools”, in which about 2,000 people showed interest in attending. Eventually, 1309 people started it and 1050 (80.21%) completed it successfully, achieving high performance. The present work, which is part of the doctoral research of the first researcher, outlines the participation of the learners in the program and the obstacles they encountered during it while identifying the reasons for its high completion rate with high performance. The results showed that mainly the quality of the instructional material, the instructional design of the program, and its organization, as well as the timely support provided to learners, contributed significantly to the successful completion of the program achieving high performance. These findings can be considered by future MOOC program designers, in order to design and implement programs that meet the requirements and facilitate the participation of those who attend. Δώδεκα χρόνια μετά την εμφάνιση των MOOCs, το Πανεπιστήμιο Αιγαίου υλοποίησε το πρώτο του MOOC με θέμα την Ενδοσχολική βία και τον εκφοβισμό, στο οποίο εκδήλωσαν ενδιαφέρον για να το παρακολουθήσουν περίπου 2000 άτομα. Τελικά, το ξεκίνησαν 1309 άτομα και το ολοκλήρωσαν επιτυχώς 1050 (80,21%), πετυχαίνοντας υψηλές επιδόσεις. Η παρούσα εργασία, που αποτελεί τμήμα της διδακτορικής έρευνας του πρώτου ερευνητή, σκιαγραφεί τη συμμετοχή των εκπαιδευομένων στο πρόγραμμα και τα εμπόδια που αντιμετώπισαν κατά τη διάρκειά του, ενώ εντοπίζει τους λόγους του υψηλού ποσοστού ολοκλήρωσης του με υψηλές επιδόσεις. Τα αποτελέσματα έδειξαν ότι κυρίως η ποιότητα του εκπαιδευτικού υλικού, ο εκπαιδευτικός σχεδιασμός του προγράμματος και η οργάνωσή του, καθώς και η έγκαιρη υποστήριξη που παρεχόταν στους εκπαιδευόμενους, συνέβαλαν σημαντικά στην επίτευξη των συγκεκριμένων αποτελεσμάτων. Τα ευρήματα αυτά, μπορούν να ληφθούν υπόψη από τους σχεδιαστές μελλοντικών προγραμμάτων MOOCs, ώστε να σχεδιάζουν και να υλοποιούν προγράμματα που θα ικανοποιούν τις απαιτήσεις και θα διευκολύνουν τη συμμετοχή, όσων τα παρακολουθούν. Article visualizations