2020 IEEE Learning With MOOCS (LWMOOCS)最新文献

Impact of Course Delivery Mode on Learner Engagement in MOOCs mooc课程交付模式对学习者参与的影响

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234325

Monika Avello, Mary Ellen Wiltrout, Ana Bell, Christin Vonder Haar, S. Fruchtman

{"title":"Impact of Course Delivery Mode on Learner Engagement in MOOCs","authors":"Monika Avello, Mary Ellen Wiltrout, Ana Bell, Christin Vonder Haar, S. Fruchtman","doi":"10.1109/LWMOOCS50143.2020.9234325","DOIUrl":"https://doi.org/10.1109/LWMOOCS50143.2020.9234325","url":null,"abstract":"Massive Open Online Courses (MOOCs) generally have two modes of course delivery: the instructor-paced mode with multiple fixed deadlines to complete assessments or the self-paced mode with a final deadline when the course closes. Many MOOC platform providers have shifted from delivering courses in instructor-paced mode to self-paced mode, assuming that a longer, flexible schedule allows learners to better engage with and complete courses. Although this question of self-paced versus instructor-paced is not new, the answer is still relevant given that studies comparing the two course delivery modes of MOOCs provided mixed results and the pressure to run all MOOCs as self-paced. In this study, we took a deeper look into learner engagement differences between the two course delivery modes for one quantitative biology course and one computer programming course. Despite the differences in enrollment numbers and content, we found similar trends between both courses involving benefits to instructor-paced over self-paced delivery, especially when evaluating more engaged behaviors like posting to the discussion forum or submitting a problem answer. Interestingly, most completers finished the courses across 80-90% of the available days in an instructor-paced run. For self-paced runs, the median range of time a completer was active was less than one fifth of the time the course was open, but some completers did take advantage of finishing the course in a smaller or maximum window of time. We also found that most completers were active a similar total number of days in self-paced and instructor-paced course runs, despite having more days available in the self-paced runs and that the activity per day per completer was lower in self-paced delivery mode for both courses.","PeriodicalId":374390,"journal":{"name":"2020 IEEE Learning With MOOCS (LWMOOCS)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123111856","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: 3

Towards identifying emotional human behavior in online classes: first steps : Human emotional behavior in a virtual class 识别在线课堂中的人类情感行为:第一步:虚拟课堂中的人类情感行为

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234316

Susana Alexandra Arias Tapia, P. Moreno-Ger, E. Verdú

引用次数: 0

Digital Transformation in Academic Society and Innovative Ecosystems in the World beyond Covid19-Pandemic with Using 7PS Model for IoT 基于物联网7PS模型的学术社会数字化转型与全球创新生态系统

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234328

H. Mohammadian, H. Shahhoseini, Manuel Castro, Richard Merk

引用次数: 13

When Do Learners Rewatch Videos in MOOCs? 学习者什么时候重看mooc中的视频?

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234368

Max Bothe, C. Meinel

引用次数: 1

Content analysis in the training of engineers for the design of MOOCs mooc设计工程师培训的内容分析

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234367

M. Palacios, Martín Javier Martínez Silva

引用次数: 0

The rise of webinars: thousands of learners looking for professional development. A practical case study 网络研讨会的兴起:成千上万的学习者寻求职业发展。实际案例研究

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234365

Héctor R. Amado-Salvatierra, Rocael Hernández, Miguel Morales Chan

{"title":"The rise of webinars: thousands of learners looking for professional development. A practical case study","authors":"Héctor R. Amado-Salvatierra, Rocael Hernández, Miguel Morales Chan","doi":"10.1109/LWMOOCS50143.2020.9234365","DOIUrl":"https://doi.org/10.1109/LWMOOCS50143.2020.9234365","url":null,"abstract":"In an unexpected situation caused by a pandemic in 2020, the population in the world had to spent several weeks at home. Institutions experimented with remote emergency methods for the teaching and learning processes. With more time and different motivations, people increased the enrollment to MOOC courses in more than 10 times than usual. There was a re-discovery of webinars to share valuable information and the authors explored on the effectiveness of their use to expose the content of MOOCs as a pre view for potential learners. Webinars are increasingly used in education to present information and teach skills with wide dissemination and high impact. This work explores on how a successful webinar is defined in many different ways. The important thing to remember is to use key metrics to be informed and then improve the online event strategy. The manuscript presents the experience of a series of webinars and constructs on previous success cases and best practices while organizing webinars. Learning from the data can enhance the experience, showcase the potential of a MOOC content and convert to an enrollment in a course or a course series.","PeriodicalId":374390,"journal":{"name":"2020 IEEE Learning With MOOCS (LWMOOCS)","volume":"14 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128860368","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: 1

Analysis of Repeat Learners in Computer Science MOOCs 计算机科学mooc中重复学习者的分析

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/lwmoocs50143.2020.9234342

Christin Vonder Haar, Ana Bell

{"title":"Analysis of Repeat Learners in Computer Science MOOCs","authors":"Christin Vonder Haar, Ana Bell","doi":"10.1109/lwmoocs50143.2020.9234342","DOIUrl":"https://doi.org/10.1109/lwmoocs50143.2020.9234342","url":null,"abstract":"Computation is becoming an integral part of education, especially at college-level. Two MOOC courses provide an introduction to computation and are offered by MIT on EdX: 6.00.1x Introduction to Computer Science Programming in Python has run 16 times and 6.00.2x Introduction to Computational Thinking and Data Science has run 11 times. These courses frame the world around computation, and show learners that they can think about problems they see in everyday life in the context of computation. Our paper shows an analysis of repeat learners (learners who enroll in the same course multiple times) and their behaviors over the many runs of these courses. Around 20% of learners in any given run of a course are repeat learners. Of these, the majority are two-time repeat learners (learners who took the same course exactly twice). We show that learners tend to perform better when they retake a course, and especially when they retake the course sooner rather than later. We also look at a subgroup of learners we call repeat cross-referencers (learner who accessed at least two previous runs of the course during the run time of a later run of the course). We found that repeat cross-referencers complete the course at a suspiciously high rate, and we speculate it is because they are looking back at answers from a previous course run. Lastly, we look at how learners perform in an introductory class and an advanced class. We found that many learners who take both courses are more likely to complete both courses and have more active days in the courses than those learners who only do one of the two classes.","PeriodicalId":374390,"journal":{"name":"2020 IEEE Learning With MOOCS (LWMOOCS)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115583206","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

Reacting to COVID-19 campus imminent closure: Enabling remote networking laboratories via MOOCs 应对COVID-19校园即将关闭:通过mooc实现远程网络实验室

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234321

Nina Slamnik-Kriještorac, J. Márquez-Barja

引用次数: 2

Integrating the evaluation of out of the platform autoevaluated programming exercises with personalized answer in Open edX 将平台外的自动评估编程练习的评估与Open edX中的个性化答案相结合

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/LWMOOCS50143.2020.9234387

Ignacio M. Despujol, Leonardo Salom, C. Turró

{"title":"Integrating the evaluation of out of the platform autoevaluated programming exercises with personalized answer in Open edX","authors":"Ignacio M. Despujol, Leonardo Salom, C. Turró","doi":"10.1109/LWMOOCS50143.2020.9234387","DOIUrl":"https://doi.org/10.1109/LWMOOCS50143.2020.9234387","url":null,"abstract":"This paper describes a procedure to integrate personalized self-evaluated programming exercises created in an external programming interactive environment using a standard problem type of a MOOC platform, making use of the anonymized identifier provided by the platform. We will explain how to integrate auto evaluated programming exercises with personalized answers created with Python notebooks, using the standard problem types that Open edX provides. We will review the alternatives we evaluated and why we discarded them and explain our final workflow with an example problem in the edx platform. In our workflow the autoevaluated programming exercises are created as if we were doing some test-driven development where the problem is our functionality and the unit tests are actually the verifications done to generate hints and evaluate the students. Once the problem is designed the unit tests create a code, based on the answer and the Anonymous userID, code that is obfuscated using an encryption technique. That code is used as the answer of a standard Open edX problem, creating a completely automated personalized environment and avoiding the use of Open Response Assessment tools that depend on the correction of other students.","PeriodicalId":374390,"journal":{"name":"2020 IEEE Learning With MOOCS (LWMOOCS)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129388344","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

LWMOOCS 2020 Awards

2020 IEEE Learning With MOOCS (LWMOOCS) Pub Date : 2020-09-29 DOI: 10.1109/lwmoocs50143.2020.9234311

引用次数: 0