Proceedings of the first ACM conference on Learning @ scale conference最新文献_第3页

Java tutor: bootstrapping with python to learn Java Java导师:用python引导学习Java

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567873

Casey O'Brien, Max Goldman, Rob Miller

引用次数: 2

Student skill and goal achievement in the mapping with google MOOC 学生在谷歌MOOC地图绘制中的技能和目标实现情况

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566240

Julia Wilkowski, Amit Deutsch, D. Russell

引用次数: 102

Tracking progress: predictors of students' weekly achievement during a circuits and electronics MOOC 跟踪进度:电路与电子MOOC课程中学生每周成绩的预测者

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567863

Jennifer DeBoer, L. Breslow

引用次数: 17

Superposter behavior in MOOC forums MOOC论坛中的超级海报行为

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566249

Jonathan Huang, Anirban Dasgupta, Arpita Ghosh, Jane Manning, Marc Sanders

{"title":"Superposter behavior in MOOC forums","authors":"Jonathan Huang, Anirban Dasgupta, Arpita Ghosh, Jane Manning, Marc Sanders","doi":"10.1145/2556325.2566249","DOIUrl":"https://doi.org/10.1145/2556325.2566249","url":null,"abstract":"Discussion forums, employed by MOOC providers as the primary mode of interaction among instructors and students, have emerged as one of the important components of online courses. We empirically study contribution behavior in these online collaborative learning forums using data from 44 MOOCs hosted on Coursera, focusing primarily on the highest-volume contributors---\"superposters\"---in a forum. We explore who these superposters are and study their engagement patterns across the MOOC platform, with a focus on the following question---to what extent is superposting a positive phenomenon for the forum? Specifically, while superposters clearly contribute heavily to the forum in terms of quantity, how do these contributions rate in terms of quality, and does this prolific posting behavior negatively impact contribution from the large remainder of students in the class? We analyze these questions across the courses in our dataset, and find that superposters display above-average engagement across Coursera, enrolling in more courses and obtaining better grades than the average forum participant; additionally, students who are superposters in one course are significantly more likely to be superposters in other courses they take. In terms of utility, our analysis indicates that while being neither the fastest nor the most upvoted, superposters' responses are speedier and receive more upvotes than the average forum user's posts; a manual assessment of quality on a subset of this content supports this conclusion that a large fraction of superposter contributions indeed constitute useful content. Finally, we find that superposters' prolific contribution behavior does not `drown out the silent majority'---high superposter activity correlates positively and significantly with higher overall activity and forum health, as measured by total contribution volume, higher average perceived utility in terms of received votes, and a smaller fraction of orphaned threads.","PeriodicalId":20830,"journal":{"name":"Proceedings of the first ACM conference on Learning @ scale conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80638204","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: 155

Community TAs scale high-touch learning, provide student-staff brokering, and build esprit de corps 社区助教扩大高接触学习，提供学生与教职员之间的中介，并建立团队精神

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567860

Kathryn Papadopoulos, Lalida Sritanyaratana, Scott R. Klemmer

引用次数: 9

A system for sending the right hint at the right time 在正确的时间发送正确提示的系统

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567864

Matthew Elkherj, Y. Freund

{"title":"A system for sending the right hint at the right time","authors":"Matthew Elkherj, Y. Freund","doi":"10.1145/2556325.2567864","DOIUrl":"https://doi.org/10.1145/2556325.2567864","url":null,"abstract":"Hints are sometimes used in online learning system to help students when they are having difficulties. However, in all of the systems we are aware of, the hints are fixed ahead of time and do not depend on the unsuccessful attempts the student has already made. This severely limits the effectiveness of the hints. We have developed an alternative system for giving hints to students. The main difference is that the system allows an instructor to send a hint to a student after the student has made several attempts to solve the problem and failed. After analyzing the student's mistakes, the instructor is better able to understand the problem in the student's thinking and send them a more helpful hint. We have deployed this system in a probability and statistics course with 176 students. We have demonstrated the superiority of the new hints methodology over the traditional one. The limiting factor on the effectiveness of our system is the amount of manual labor required to send each hint. This is the main obstacle we see in scaling this approach to larger classes and to MOOCs. We are currently exploring several approaches for addressing this problem: 1) Letting students send hints to their peers. 2) Creating hint libraries. 3) Using machine learning methods to automate the process of mapping student mistakes to the most relevant hint.","PeriodicalId":20830,"journal":{"name":"Proceedings of the first ACM conference on Learning @ scale conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86500861","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

Correlating skill and improvement in 2 MOOCs with a student's time on tasks 将两个mooc课程的技能和进步与学生完成任务的时间联系起来

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566250

J. Champaign, Kimberly F. Colvin, A. Liu, Colin Fredericks, Daniel T. Seaton, David E. Pritchard

{"title":"Correlating skill and improvement in 2 MOOCs with a student's time on tasks","authors":"J. Champaign, Kimberly F. Colvin, A. Liu, Colin Fredericks, Daniel T. Seaton, David E. Pritchard","doi":"10.1145/2556325.2566250","DOIUrl":"https://doi.org/10.1145/2556325.2566250","url":null,"abstract":"Because MOOCs offer complete logs of student activities for each student there is hope that it may be possible to find out which activities are the most useful for learning. We start this quest by examining correlations between time spent on specific course resources and various measures of student performance: score on assessments, skill as defined by Item Response Theory, improvement in skill over the period of the course, and conceptual improvement as measured by a pre-post test. We study two MOOCs offered on edX.org by MIT faculty: Circuits and Electronics (6.002x) and Mechanics Review (8.MReV). Surprisingly, we find strong negative correlations in 6.002x between student skill and resource use; we attribute these findings to the fact that students with higher initial skills can do the exercises faster and with less time spent on instructional resources. We find weak or slightly negative correlations between relative improvement and resource use in 6.002x. The correlations with learning are stronger for conceptual knowledge in 8.MReV than with relative improvement, but similar for all course activities (except that eText checkpoint questions correlate more strongly with relative improvement). Clearly, the wide distribution of demographics and initial skill in MOOCs challenges us to isolate the habits of learning and resource use that correlate with learning for different students.","PeriodicalId":20830,"journal":{"name":"Proceedings of the first ACM conference on Learning @ scale conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89793335","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: 55

Visual analytics of MOOCs at maryland

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567878

Zhengzheng Xu, Dan Goldwasser, B. Bederson, Jimmy J. Lin

引用次数: 13

DeepTutor: towards macro- and micro-adaptive conversational intelligent tutoring at scale DeepTutor:面向宏观和微观自适应对话式智能辅导

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567885

V. Rus, D. Stefanescu, Nobal B. Niraula, A. Graesser

引用次数: 23

Open system for video learning analytics 开放系统的视频学习分析

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567855

K. Chorianopoulos, M. Giannakos, N. Chrisochoides

{"title":"Open system for video learning analytics","authors":"K. Chorianopoulos, M. Giannakos, N. Chrisochoides","doi":"10.1145/2556325.2567855","DOIUrl":"https://doi.org/10.1145/2556325.2567855","url":null,"abstract":"Video lectures are nowadays widely used by growing numbers of learners all over the world. Nevertheless, learners' interactions with the videos are not readily available, because online video platforms do not share them. In this paper, we present an open-source video learning analytics system, which is also available as a free service to researchers. Our system facilitates the analysis of video learning behavior by capturing learners' interactions with the video player (e.g, seek/scrub, play, pause). In an empirical user study, we captured hundreds of user interactions with the video player by analyzing the interactions as a learner activity time series. We found that learners employed the replaying activity to retrieve the video segments that contained the answers to the survey questions. The above findings indicate the potential of video analytics to represent learner behavior. Further research, should be able to elaborate on learner behavior by collecting large-scale data. In this way, the producers of online video pedagogy will be able to understand the use of this emerging medium and proceed with the appropriate amendments to the current video-based learning systems and practices.","PeriodicalId":20830,"journal":{"name":"Proceedings of the first ACM conference on Learning @ scale conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81841172","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: 7