Proceedings of the Third (2016) ACM Conference on Learning @ Scale最新文献_第4页

LINK-REPORT: Outcome Analysis of Informal Learning at Scale 报告:大规模非正式学习的结果分析

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893407

Xiang Fu, Tyler Befferman, M. Burghardt

引用次数: 0

$1 Conversational Turn Detector: Measuring How Video Conversations Affect Student Learning in Online Classes 1美元会话转向检测器:测量视频会话如何影响在线课程中的学生学习

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2876048

A. Stankiewicz, Chinmay Kulkarni

引用次数: 6

Elice: An online CS Education Platform to Understand How Students Learn Programming 一个了解学生如何学习编程的在线计算机科学教育平台

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893420

Suin Kim, Jae Won Kim, Jungkook Park, Alice H. Oh

引用次数: 10

Online Urbanism: Interest-based Subcultures as Drivers of Informal Learning in an Online Community 在线都市主义:基于兴趣的亚文化作为在线社区非正式学习的驱动因素

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2876052

Ben U. Gelman, Chris Beckley, A. Johri, C. Domeniconi, Seungwon Yang

引用次数: 14

Promoting Student Engagement in MOOCs 促进学生参与mooc

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893437

Jiye Baek, Jesse Shore

{"title":"Promoting Student Engagement in MOOCs","authors":"Jiye Baek, Jesse Shore","doi":"10.1145/2876034.2893437","DOIUrl":"https://doi.org/10.1145/2876034.2893437","url":null,"abstract":"MOOCs offer valuable learning experiences to students from all around the world. In addition to providing filmed lectures, readings, and problem sets, many MOOCs allow students to ask and answer questions about course materials with each other through interactive user forums. However, in current MOOCs, only 3 to 5 percent of those students interact in the user forum (Breslow 2013, Rosé et al. 2014) and more than 90 percent of students stop attending the course altogether (Jordan 2014). According to prior studies, this low level of social engagement in MOOCs may lead to student attrition and low performance (Ren et al. 2007). Hence, a natural question that arises then is, how can we promote interaction among students in MOOC discussion forums in order to reduce students' attrition and raise their performance? In this paper, we conduct a field experiment on the edX platform to identify factors that promote student engagement in MOOC discussion forums. Researchers have discovered that the number of people interacting in one online location (e.g. group, community or virtual classroom size) is a key characteristic mediating user engagement (Butler et. al 2014), and most prior works have shown that users in a smaller size group participate more per person. However, contrary to prior research, our results show that the students in larger size cohorts interact more per person and that this greater interaction in turn increases student retention and performance.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79020512","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: 19

Learning at Scale: Using an Evidence Hub To Make Sense of What We Know 大规模学习:使用证据中心来理解我们所知道的

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893419

Rebecca Ferguson

引用次数: 3

Browser Language Preferences as a Metric for Identifying ESL Speakers in MOOCs 浏览器语言偏好作为识别mooc中ESL使用者的度量标准

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893433

J. Uchidiuno, A. Ogan, K. Koedinger, Evelyn Yarzebinski, Jessica Hammer

引用次数: 11

e-Tutor: Scaling Staff Development in the Area of e-Learning Competences 电子导师:扩展员工在电子学习能力领域的发展

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893401

Christian Rapp, Yasemin Gülbahar

{"title":"e-Tutor: Scaling Staff Development in the Area of e-Learning Competences","authors":"Christian Rapp, Yasemin Gülbahar","doi":"10.1145/2876034.2893401","DOIUrl":"https://doi.org/10.1145/2876034.2893401","url":null,"abstract":"Faculty development in the area of emerging technologies is demanding and resource intensive. This increases when aiming to qualify instructors to support their teaching virtually, e.g. in blended- and distance learning environments. Most elements of instructional design, delivery, and assessment require rethinking for technology integration. It is also a challenge to develop a sound instructional design model and corresponding teaching materials for courses aimed at developing the necessary skills and competences among staff. With \"e-Tutor\" a corresponding certificate course was developed at Ankara University, Turkey, a country for which, due to its geographical size and population, e-Learning is now highly popular. Under a project funded by the Swiss National Science Foundation, the course was translated into English, Russian, and Ukrainian, and then made accessible as an Open Educational Resource under Creative Commons Licence. Delivered in Turkish since 2011 with 350 participants, the course has also been successfully conducted with 300 participants from 11 countries in English, and with 320 participants in Ukrainian. This paper will briefly introduce the course design and its resources, before addressing to what extent it allows for scaling effects in staff development.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90522916","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: 2

Expert Evaluation of 300 Projects per Day 每天300个项目的专家评估

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893384

David A. Joyner

引用次数: 2

Predicting Students' Performance: Incremental Interaction Classifiers 预测学生表现:增量互动分类器

Proceedings of the Third (2016) ACM Conference on Learning @ Scale Pub Date : 2016-04-25 DOI: 10.1145/2876034.2893418

Miguel Sánchez-Santillán, M. Paule-Ruíz, Rebeca Cerezo, J. C. Núñez

引用次数: 16