Proceedings of the Fifth Annual ACM Conference on Learning at Scale最新文献_第4页

Glanceable code history: visualizing student code for better instructor feedback 可浏览的代码历史:可视化学生的代码，以获得更好的教师反馈

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231680

C. Cassidy, Max Goldman, Rob Miller

引用次数: 4

Adaptive natural-language targeting for student feedback 针对学生反馈的自适应自然语言目标

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231684

Y. A. Kolchinski, S. Ruan, Dan Schwartz, E. Brunskill

引用次数: 5

Pilot study on optimal task scheduling in learning 学习中最优任务调度的初步研究

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231677

Lin Ling, Chee-Wei Tan

引用次数: 2

Longitudinal trends in sentiment polarity and readability of an online masters of computer science course 计算机科学硕士在线课程情感极性与可读性的纵向趋势

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231679

Ida Camacho, Ashok K. Goel

引用次数: 7

WebLinux

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231703

R. Sharrock, Lawrence Angrave, Ella Hamonic

引用次数: 6

Exploring the impact of the default option on student engagement and performance in a statistics MOOC 探讨统计学MOOC中默认选项对学生参与度和表现的影响

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231692

E. Brunskill, D. Zimmaro, Candace Thille

{"title":"Exploring the impact of the default option on student engagement and performance in a statistics MOOC","authors":"E. Brunskill, D. Zimmaro, Candace Thille","doi":"10.1145/3231644.3231692","DOIUrl":"https://doi.org/10.1145/3231644.3231692","url":null,"abstract":"Engagement and motivation are particularly important in optional learning environments, like educational games and massive open online courses. Providing some aspects of autonomy and choice to the student can yield significant benefits to learner motivation and persistence; yet there is also evidence that unsupported learners may not always automatically choose to allocate their learning time to pedagogical activities that are most known to be as associated with better learning outcomes. We investigated the impact of choice on student engagement and learning in a Massive Open Online Course (MOOC) on introductory statistics and probability. We compared conditions in which students are given free choice over the practice problems completed to conditions in which students receive a full set of practice activities or no practice activities before completing a post-test. In all cases students were free to navigate to other sections of the course at any time. In one of the two topic sections that included personalized practice activities we found that students performed better in the condition in which they were prompted to complete all practice activities. Though more students in this condition dropped out before reaching the post-test, many more students completed the full set of practice activities in this section than those who did in the free choice condition. These results are still quite preliminary but suggest that providing a default encouraged opt in procedure can encourage students to do more problems than they would otherwise, and that doing such additional problems can yield learning gains.","PeriodicalId":20634,"journal":{"name":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82966909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Proceedings of the Fifth Annual ACM Conference on Learning at Scale 第五届美国计算机学会大规模学习年会论文集

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644

引用次数: 7

Toward large-scale automated scoring of scientific visual models 面向大规模自动评分的科学视觉模型

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231681

C. W. Leong, Lei Liu, Rutuja Ubale, L. Chen

引用次数: 1

Refocusing the lens on engagement in MOOCs 重新聚焦mooc的参与度

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231658

R. W. Crues, Nigel Bosch, M. Perry, Lawrence Angrave, Najmuddin Shaik, S. Bhat

{"title":"Refocusing the lens on engagement in MOOCs","authors":"R. W. Crues, Nigel Bosch, M. Perry, Lawrence Angrave, Najmuddin Shaik, S. Bhat","doi":"10.1145/3231644.3231658","DOIUrl":"https://doi.org/10.1145/3231644.3231658","url":null,"abstract":"Massive open online courses (MOOCs) continue to see increasing enrollment and adoption by universities, although they are still not fully understood and could perhaps be significantly improved. For example, little is known about the relationships between the ways in which students choose to use MOOCs (e.g., sampling lecture videos, discussing topics with fellow students) and their overall level of engagement with the course, although these relationships are likely key to effective course implementation. In this paper we propose a multilevel definition of student engagement with MOOCs and explore the connections between engagement and students' behaviors across five unique courses. We modeled engagement using ordinal penalized logistic regression with the least absolute shrinkage and selection operator (LASSO), and found several predictors of engagement that were consistent across courses. In particular, we found that discussion activities (e.g., viewing forum posts) were positively related to engagement, whereas other types of student behaviors (e.g., attempting quizzes) were consistently related to less engagement with the course. Finally, we discuss implications of unexpected findings that replicated across courses, future work to explore these implications, and relevance of our findings for MOOC course design.","PeriodicalId":20634,"journal":{"name":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83452564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 23

The potential of interdisciplinary in MOOC research: how do education and computer science intersect? MOOC研究中跨学科的潜力:教育和计算机科学如何交叉?

Proceedings of the Fifth Annual ACM Conference on Learning at Scale Pub Date : 2018-06-26 DOI: 10.1145/3231644.3231661

Kristine Lund, Bodong Chen, Sebastian Grauwin

引用次数: 4