The past few years has seen the rapid growth of data min- ing approaches for the analysis of data obtained from Mas- sive Open Online Courses (MOOCs). The objectives of this study are to develop approaches to predict the scores a stu- dent may achieve on a given grade-related assessment based on information, considered as prior performance or prior ac- tivity in the course. We develop a personalized linear mul- tiple regression (PLMR) model to predict the grade for a student, prior to attempting the assessment activity. The developed model is real-time and tracks the participation of a student within a MOOC (via click-stream server logs) and predicts the performance of a student on the next as- sessment within the course offering. We perform a com- prehensive set of experiments on data obtained from three openEdX MOOCs via a Stanford University initiative. Our experimental results show the promise of the proposed ap- proach in comparison to baseline approaches and also helps in identification of key features that are associated with the study habits and learning behaviors of students.
Real-time and open online course resources of MOOCs have attracted a large number of learners in recent years. However, many new questions were emerging about the high dropout rate of learners. For MOOCs platform, predicting the learning status of MOOCs learners in real time with high accuracy is the crucial task, and it also help improve the quality of MOOCs teaching. The prediction task in this paper is inherently a time series prediction problem, and can be treated as time series classification problem, hence this paper proposed a prediction model based on RNNLSTMs and optimization techniqu…
Massive Open Online Courses (MOOCs) use peer assessment to grade open ended questions at scale, allowing students to provide feedback. Relative to teacher based grading, peer assessment on MOOCs traditionally delivers lower quality feedback and fewer learner interactions. We present the identified peer review (IPR) framework, which provides non-blind peer assessment and incentives driving high quality feedback. We show that, compared to traditional peer assessment methods, IPR leads to significantly longer and more useful feedback as well as more discussion between peers.
Digital learning environments generate a precise record of the actions learners take as they interact with learning materials and complete exercises towards comprehension. With this high quantity of sequential data comes the potential to apply time series models to learn about underlying behavioral patterns and trends that characterize successful learning based on the granular record of student actions. There exist several methods for looking at longitudinal, sequential data like those recorded from learning environments. In the field of language modelling, traditional n-gram techniques and mo…
The high level of attrition and low rate of certification in Massive Open Online Courses (MOOCs) has prompted a great deal of research. Prior researchers have focused on predicting dropout based upon behavioral features such as student confusion, click-stream patterns, and social interactions. However, few studies have focused on combining student logs with forum data. In this work, we use data from two different offerings of the same MOOC. We conduct a survival analysis to identify likely dropouts. We then examine two classes of features, social and behavioral, and apply a combination of mode…
This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video clickstream interactions and forum activities, we seek to fundamentally understand traits that are predictive of decreasing engagement over time. Grounded in the interdisciplinary field of network science, we follow a graph based approach to successfully extract indicators of active and passive MOOC participation that reflect persistence and regularity in the overall interaction footprint. Using thes…
Graz University of Technology（格拉茨技术大学）；Universidad Carlos III de Madrid（马德里卡洛斯三世大学）
Educational technology has obtained great importance over the last fifteen years. At present, the umbrella of educational technology incorporates multitudes of engaging online environments and fields. Learning analytics and Massive Open Online Courses (MOOCs) are two of the most relevant emerging topics in this domain. Since they are open to everyone at no cost, MOOCs excel in attracting numerous participants that can reach hundreds and hundreds of thousands. Experts from different disciplines have shown significant interest in MOOCs as the phenomenon has rapidly grown. In fact, MOOCs have bee…
Understanding why students stopout will help in understanding how students learn in MOOCs. In this report, part of a 3 unit compendium, we describe how we build accurate predictive models of MOOC student stopout. We document a scalable, stopout prediction methodology, end to end, from raw source data to model analysis. We attempted to predict stopout for the Fall 2012 offering of 6.002x. This involved the meticulous and crowd-sourced engineering of over 25 predictive features extracted for thousands of students, the creation of temporal and non-temporal data representations for use in predicti…
Hawkes processes have been shown to be efficient in modeling bursty sequences in a variety of applications, such as finance and social network activity analysis. Traditionally, these models parameterize each process independently and assume that the history of each point process can be fully observed. Such models could however be inefficient or even prohibited in certain real-world applications, such as in the field of education, where such assumptions are violated. Motivated by the problem of detecting and predicting student procrastination in students Massive Open Online Courses (MOOCs) with…
New technologies, such as MOOCs, provide innovative methods to tackle new challenges in teaching and learning, such as globalization and changing contemporary culture and to remove the limits of conventional classrooms. However, they also bring challenges in course delivery and assessment, due to factors such as less direct student-instructor interaction. These challenges are especially severe in engineering education, which relies heavily on experiential learning, such as computer simulations and laboratory exercises, to assist students in understanding concepts. As a result, effective design…
We present a shared data model for enabling data science in Massive Open Online Courses (MOOCs). The model captures students interactions with the online platform. The data model is platform agnostic and is based on some basic core actions that students take on an online learning platform. Students usually interact with the platform in four different modes: Observing, Submitting, Collaborating and giving feedback. In observing mode students are simply browsing the online platform, watching videos, reading material, reading book or watching forums. In submitting mode, students submit informatio…
We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a "harvester" account and then submits correct answers using a separate "master" account. We use "clickstream" learner data to detect CAMEO use among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1,237…
With the development of MOOCs massive open online courses, increasingly more subjects can be studied online. Researchers currently show growing interest in the field of MOOCs, including dropout prediction, cheating detection and achievement prediction. Previous studies on achievement prediction mainly focused on students' video and forum behaviors, and few researchers have considered how well students perform their assignments. In this paper, we choose a C programming course as the experimental subject, which involved 1528 students. This paper mainly focuses on the students' accomplishment beh…
Peer Assessment is a task of analysis and commenting on student's writing by peers, is core of all educational components both in campus and in MOOC's. However, with the sheer scale of MOOC's & its inherent personalised open ended learning, automatic grading and tools assisting grading at scale is highly important. Previously we presented survey on tasks of post classification, knowledge tracing and ended with brief review on Peer Assessment (PA), with some initial problems. In this review we shall continue review on PA from perspective of improving the review process itself. As such rest of t…
Online tools provide unique access to research students' study habits and problem-solving behavior. In MOOCs, this online data can be used to inform instructors and to provide automatic guidance to students. However, these techniques may not apply in blended courses with face to face and online components. We report on a study of integrated user-system interaction logs from 3 computer science courses using four online systems: LMS, forum, version control, and homework system. Our results show that students rarely work across platforms in a single session, and that final class performance can b…
Norwegian University of Science & Technology (NTNU)（挪威科技大学（NTNU））
This article provides a review of the literature of students' feedback papers published in recent years employing data mining techniques. In particular, the focus is to highlight those papers which are using either machine learning or deep learning approaches. Student feedback assessment is a hot topic which has attracted a lot of attention in recent times. The importance has increased manyfold due to the recent pandemic outbreak which pushed many colleges and universities to shift teaching from on-campus physical classes to online via eLearning platforms and tools including massive open onlin…
We examine the process of engineering features for developing models that improve our understanding of learners' online behavior in MOOCs. Because feature engineering relies so heavily on human insight, we argue that extra effort should be made to engage the crowd for feature proposals and even their operationalization. We show two approaches where we have started to engage the crowd. We also show how features can be evaluated for their relevance in predictive accuracy. When we examined crowd-sourced features in the context of predicting stopout, not only were they nuanced, but they also consi…
Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCs typically lack expert feedback and social interaction, and have low student engagement and retention. Thus, alternative programs for online education have emerged including an online graduate program in computer science at a major public university in USA. This program is considered a success with over 9000 students now enrolled in the program. We adopt the perspective of cognitive science to answer the question why do only some online educational courses succeed? We measure learner …
"Why SuaCode?": Understanding African Students' Motivations for Taking a Smartphone-Based Online Coding Course
University of Ghana（加纳大学）；Kwame Nkrumah University of Science and Technology（科怀·恩克鲁玛科技大学）；Kwame AI Inc.（Kwame AI 公司）；Charite Berlin（柏林夏里特医院）；Georgia Institute of Technology（佐治亚理工学院）；ETH Zurich（苏黎世联邦理工学院）
Accurately grading open-ended assignments in large or massive open online courses (MOOCs) is non-trivial. Peer review is a promising solution but can be unreliable due to few reviewers and an unevaluated review form. To date, no work has 1) leveraged sentiment analysis in the peer-review process to inform or validate grades or 2) utilized aspect extraction to craft a review form from what students actually communicated. Our work utilizes, rather than discards, student data from review form comments to deliver better information to the instructor. In this work, we detail the process by which we…
Hong Kong University of Science and Technology（香港科技大学）
The effectiveness of learning in massive open online courses (MOOCs) can be significantly enhanced by introducing personalized intervention schemes which rely on building predictive models of student learning behaviors such as some engagement or performance indicators. A major challenge that has to be addressed when building such models is to design handcrafted features that are effective for the prediction task at hand. In this paper, we make the first attempt to solve the feature learning problem by taking the unsupervised learning approach to learn a compact representation of the raw featur…
Faculty of Computers and Information, Assiut University（艾斯尤特大学计算机与信息学院）
With the rise of online eTextbooks and Massive Open Online Courses (MOOCs), a huge amount of data has been collected related to students' learning. With the careful analysis of this data, educators can gain useful insights into the performance of their students and their behavior in learning a particular topic. This paper proposes a new model for predicting student performance based on an analysis of how students interact with an interactive online eTextbook. By being able to predict students' performance early in the course, educators can easily identify students at risk and provide a suitabl…
Student assessment is one of the most fundamental tasks in the field of AI Education (AIEd). One of the most common approach to student assessment is Knowledge Tracing (KT), which evaluates a student's knowledge state by predicting whether the student will answer a given question correctly or not. However, in the context of multiple choice (polytomous) questions, conventional KT approaches are limited in that they only consider the binary (dichotomous) correctness label (i.e., correct or incorrect), and disregard the specific option chosen by the student. Meanwhile, Option Tracing (OT) attempt…
The article describes the development of a knowledge base of forecasting the state of the individual parameters geoenvironment circumpolar territory using satellite data. The paper provides an analysis of the parameters characterizing the state of polar territory. Select a model and method for processing geodata. Developing an information system of formation of the knowledge base, taking into account development trends (predicting) the values of these parameters.
The University of Western Australia（西澳大利亚大学）；Armadale Mental Health Service（阿玛代尔心理健康服务中心）；Bethesda Clinic（贝塞斯达诊所）；Co-HIVE Mental Health（Co-HIVE心理健康中心）；Harry Perkins Institute of Medical Research（哈里·珀金斯医学研究所）；Fiona Stanley Hospital（菲奥娜·斯坦利医院）；University of Western Australia（西澳大利亚大学）
This study investigates the effectiveness of Explainable Artificial Intelligence (XAI) techniques in predicting suicide risks and identifying the dominant causes for such behaviours. Data augmentation techniques and ML models are utilized to predict the associated risk. Furthermore, SHapley Additive exPlanations (SHAP) and correlation analysis are used to rank the importance of variables in predictions. Experimental results indicate that Decision Tree (DT), Random Forest (RF) and eXtreme Gradient Boosting (XGBoost) models achieve the best results while DT has the best performance with an accur…
The shortage of people trained in STEM fields is becoming acute, and universities and colleges are straining to satisfy this demand. In the case of computer science, for instance, the number of US students taking introductory courses has grown three-fold in the past decade. Recently, massive open online courses (MOOCs) have been promoted as a way to ease this strain. This at best provides access to education. The bigger challenge though is coping with heterogeneous backgrounds of different students, retention, providing feedback, and assessment. Personalized education relying on computational …
