Proceedings of the first ACM conference on Learning @ scale conference最新文献_第5页

Adaptive and social mechanisms for automated improvement of eLearning materials 自动改进电子学习材料的自适应和社会机制

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567861

K. Buffardi, S. Edwards

引用次数: 7

Divide and correct: using clusters to grade short answers at scale 划分和纠正:使用集群对短答案进行分级

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566243

Michael Brooks, S. Basu, Charles Jacobs, Lucy Vanderwende

引用次数: 71

Understanding in-video dropouts and interaction peaks inonline lecture videos 了解在线讲座视频中的视频中断和交互高峰

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566237

Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z Gajos, Rob Miller

{"title":"Understanding in-video dropouts and interaction peaks inonline lecture videos","authors":"Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z Gajos, Rob Miller","doi":"10.1145/2556325.2566237","DOIUrl":"https://doi.org/10.1145/2556325.2566237","url":null,"abstract":"With thousands of learners watching the same online lecture videos, analyzing video watching patterns provides a unique opportunity to understand how students learn with videos. This paper reports a large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses (MOOCs) on edX. We find higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures). Peaks in re-watching sessions and play events indicate points of interest and confusion. Results show that tutorials (vs lectures) and re-watching sessions (vs first-time) lead to more frequent and sharper peaks. In attempting to reason why peaks occur by sampling 80 videos, we observe that 61% of the peaks accompany visual transitions in the video, e.g., a slide view to a classroom view. Based on this observation, we identify five student activity patterns that can explain peaks: starting from the beginning of a new material, returning to missed content, following a tutorial step, replaying a brief segment, and repeating a non-visual explanation. Our analysis has design implications for video authoring, editing, and interface design, providing a richer understanding of video learning on MOOCs.","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":"79746861","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: 329

L@S 2014 demo: best practices for MOOC video L@S 2014演示:MOOC视频的最佳实践

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567889

Daniel D. Garcia, Michael A. Ball, Aatash Parikh

引用次数: 6

ACCE: automatic coding composition evaluator ACCE:自动编码组合评估器

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567876

S. Rogers, Steven Tang, J. Canny

引用次数: 4

Improving online class forums by seeding discussions and managing section size 通过播种讨论和管理小组大小来改进在线课堂论坛

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567866

Kelly Miller, Sacha Zyto, David R Karger, E. Mazur

引用次数: 9

Model thinking: demographics and performance of mooc students unable to afford a formal education 模式思维:无法负担正规教育的mooc学生的人口统计和表现

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567851

Tawanna R. Dillahunt, Bingxin Chen, Stephanie D. Teasley

引用次数: 13

Student explorer: a tool for supporting academic advising at scale 学生探索者:一个大规模支持学术建议的工具

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2567867

Steven Lonn, Stephanie D. Teasley

引用次数: 16

Monitoring MOOCs: which information sources do instructors value? 监控mooc:教师重视哪些信息源?

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566246

Kristin Stephens-Martinez, Marti A. Hearst, A. Fox

{"title":"Monitoring MOOCs: which information sources do instructors value?","authors":"Kristin Stephens-Martinez, Marti A. Hearst, A. Fox","doi":"10.1145/2556325.2566246","DOIUrl":"https://doi.org/10.1145/2556325.2566246","url":null,"abstract":"For an instructor who is teaching a massive open online course (MOOC), what is the best way to understand their class? What is the best way to view how the students are interacting with the content while the course is running? To help prepare for the next iteration, how should the course's data be best analyzed after the fact? How do these instructional monitoring needs differ between online courses with tens of thousands of students and courses with only tens? This paper reports the results of a survey of 92 MOOC instructors who answered questions about which information they find useful in their course, with the end goal of creating an information display for MOOC instructors. The main findings are: (i) quantitative data sources such as grades, although useful, are not sufficient; understanding the activity in discussion forums and student surveys was rated useful for all use cases by a large majority of respondents, (ii) chat logs were not seen as useful, (iii) for the most part, the same sources of information were seen as useful as found in surveys of smaller online courses, (iv) mockups of existing and novel visualization techniques were responded to positively for use both while the course is running and for planning a revision of the course, and (v) a wide range of views was expressed about other details.","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":"76362211","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: 88

Do professors matter?: using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes 教授重要吗?使用a/b测试来评估教师参与对MOOC学生成果的影响

Proceedings of the first ACM conference on Learning @ scale conference Pub Date : 2014-03-04 DOI: 10.1145/2556325.2566245

J. Tomkin, D. Charlevoix

引用次数: 70