Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale最新文献_第3页

Inequality 不平等

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333625

A. Franceschini, J. Sharkey, A. Beresford

{"title":"Inequality","authors":"A. Franceschini, J. Sharkey, A. Beresford","doi":"10.1145/3330430.3333625","DOIUrl":"https://doi.org/10.1145/3330430.3333625","url":null,"abstract":"Online learning in STEM subjects requires an easy way to enter and automatically mark mathematical equations. Existing solutions did not meet our requirements, and therefore we developed Inequality, a new open-source system which works across all major browsers, supports both mouse and touch-based entry, and is usable by high school children and teachers. Inequality has been in use for over 2 years by about 20000 students and nearly 900 teachers as part of the Isaac online learning platform. In this paper we evaluate Inequality as an entry method, assess the flexibility of our approach, and the effect the system has on student behaviour. We prepared 343 questions which could be answered using either Inequality or a traditional method. Looking across over 472000 question attempts, we found that students were equally proficient at answering questions correctly with both entry methods. Moreover, students using Inequality required fewer attempts to arrive at the correct answer 73% of the time. In a detailed analysis of equation construction, we found that Inequality provides significant flexibility in the construction of mathematical expressions, accommodating different working styles. We expected students who first worked on paper before entering their answers would require fewer attempts than those who did not, however this was not the case (p = 0.0109). While our system is clearly usable, a user survey highlighted a number of issues which we have addressed in a subsequent update.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82994587","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: 0

Master's at Scale: Five Years in a Scalable Online Graduate Degree 硕士规模:五年可扩展的在线研究生学位

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333630

David A. Joyner, C. Isbell

{"title":"Master's at Scale: Five Years in a Scalable Online Graduate Degree","authors":"David A. Joyner, C. Isbell","doi":"10.1145/3330430.3333630","DOIUrl":"https://doi.org/10.1145/3330430.3333630","url":null,"abstract":"In 2014, Georgia Tech launched the first for-credit MOOC-based graduate degree program. In the five years since, the program has proven generally successful, enrolling over 14,000 unique students, and several other similar programs have followed in its footsteps. Existing research on the program has focused largely on details of individual classes; program-level research, however, has been scarce. In this paper, we delve into the program-level details of an at-scale Master's degree, from the story of its creation through the data generated by the program, including the numbers of applications, admissions, matriculations, and graduations; enrollment details including demographic information and retention patterns; trends in student grades and experience as compared to the on-campus student body; and alumni perceptions. Among our findings, we note that the program has stabilized at a retention rate of around 70%; that the program's growth has not slowed; that the program has not cannibalized its on-campus counterpart; and that the program has seen an upward trend in the number of women enrolled as well as a persistently higher number of underrepresented minorities than the on-campus program. Throughout this analysis, we abstract out distinct lessons that should inform the development and growth of similar programs.","PeriodicalId":20693,"journal":{"name":"Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81803453","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: 15

Predicting the difficulty of automatic item generators on exams from their difficulty on homeworks 根据自动题目生成器的作业难度来预测其考试难度

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333647

Binglin Chen, Matthew West, C. Zilles

引用次数: 2

Developing an Intervention to Advance Learning At Scale 开发一种促进大规模学习的干预措施

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333667

Samaa Haniya

引用次数: 1

Measuring Difficulty of Introductory Programming Tasks 测量入门编程任务的难度

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333641

Tomáš Effenberger, Jaroslav Čechák, Radek Pelánek

引用次数: 13

Achievements for building a learning community 建立学习型社区的成就

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333672

Kevin Hartman, S. Ng, Aishwarya Lakshminarasimhan, Thangamani Ramasamy, Melika Farahani, Chris Boesch

引用次数: 1

Teaching UI Design at Global Scales: A Case Study of the Design of Collaborative Capstone Projects for MOOCs 全球范围内的UI设计教学:mooc协作顶点项目设计案例研究

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333635

H. Cheng, Bowen Yu, Siwei Fu, Jian Zhao, Brent J. Hecht, J. Konstan, L. Terveen, S. Yarosh, Haiyi Zhu

引用次数: 4

automaTA

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333658

Changyoon Lee, D. Han, Hyoungwook Jin, Alice H. Oh

引用次数: 34

What do students at distance universities think about AI? 远程大学的学生如何看待人工智能?

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333659

Wayne Holmes, S. Anastopoulou

引用次数: 4

Leveraging Skill Hierarchy for Multi-Level Modeling with Elo Rating System 利用技能层次与Elo评级系统进行多层次建模

Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale Pub Date : 2019-06-24 DOI: 10.1145/3330430.3333645

M. Yudelson, Y. Rosen, S. Polyak, J. Torre

引用次数: 4