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 be predicted from students' system use.
Students' interactions with online tools can provide us with insights into their study and work habits. Prior research has shown that these habits, even as simple as the number of actions or the time spent on online platforms can distinguish between the higher performing students and low-performers. These habits are also often used to predict students' performance in classes. One key feature of these actions that is often overlooked is how and when the students transition between different online platforms. In this work, we study sequences of student transitions between online tools in blended…
In this paper we explain our experiences and observations on a blended world history course which combines classical lecture and discussion elements as well as video game sessions in which the students play strategy video games with heavy historical focus. The course, named Playing with The Past, is designed to experiment on how to integrate video games on teaching history especially in order to achieve a higher understanding of the contemporary social, political, economical, and technological context of a given era for a given nation. We ran the course four times between 2015 - 2018 with diff…
Combining online classes with the traditional classes foster the advantages of both learning environments.The aim of this study was to examine the effects of integrating face to face classes in fully online courses.Forty eight undergraduate students studying at the e-learning center of a public university in Iran were the subjects of this study.They were required to provide their feedback on the inclusion of face to face component in their e-learning classes.Data collected through open ended questions indicated that the most dominant outcome of such a hybrid course on the students was the perc…
For an offer of the same course for thousands of students, for face-to-face or distance learning, some uniformities must be adopted to allow a comparison of performance in the teaching-learning processes. The Evaluation Unified Process (EUP) was designed and used in an introductory programming course called the Information Process (IP) for students of the Bachelor of Science and Technology of the Federal University of ABC. Initially, the face-to-face scenario (IP-Class) is presented, pointing out the problems identified, describing the EUP designed and applied in mixed learning environments (I…
With the growing economy, e-learning consequently gained increasing attention as it conveys knowledge globally with improved interactivity, assistance, and reduced costs. For the past few years, accidental challenges have become the severe problem with railway units due to irresponsibility, lack of knowledge and improper guidance of station controllers (learners). While focusing on e-learning technologies railway units failed to admit learner's need, cultural diversity and background skills by creating ethnically impartial e-learning environments, which resulted in inadequate training and degr…
Educational software data promises unique insights into students' study behaviors and drivers of success. While much work has been dedicated to performance prediction in massive open online courses, it is unclear if the same methods can be applied to blended courses and a deeper understanding of student strategies is often missing. We use pattern mining and models borrowed from Natural Language Processing (NLP) to understand student interactions and extract frequent strategies from a blended college course. Fine-grained clickstream data is collected through Diderot, a non-commercial educationa…
Blended courses have become the norm in post-secondary education. Universities use large-scale learning management systems to manage class content. Instructors deliver readings, lectures, and office hours online; students use intelligent tutors, web forums, and online submission systems; and classes communicate via web forums. These online tools allow students to form new social networks or bring social relationships online. They also allow us to collect data on students' social relationships. In this paper we report on our research on community formation in blended courses based on online for…
This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS) called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a problem-solving environment, which diagnoses students' knowledge level but also gives feedbacks and tips to help them …
The large-scale online management systems (e.g. Moodle), online web forums (e.g. Piazza), and online homework systems (e.g. WebAssign) have been widely used in the blended courses recently. Instructors can use these systems to deliver class content and materials. Students can communicate with the classmates, share the course materials, and discuss the course questions via the online forums. With the increased use of the online systems, a large amount of students' interaction data has been collected. This data can be used to analyze students' learning behaviors and predict students' learning ou…
Blended courses that mix in-person instruction with online platforms are increasingly popular in secondary education. These tools record a rich amount of data on students' study habits and social interactions. Prior research has shown that these metrics are correlated with students' performance in face to face classes. However, predictive models for blended courses are still limited and have not yet succeeded at early prediction or cross-class predictions even for repeated offerings of the same course. In this work, we use data from two offerings of two different undergraduate courses to train…
Information technology (IT) has been used widely in many aspects of our daily life. After discuss politics related aspects for some articles. In this article author would like to discuss social media for students learning environment. Social media as a leading application on the internet has changed many aspects of life become more globalized. This article discusses the use of social media to support learning activities for students in the faculty of computer science. The author uses Facebook and WordPress as an alternative to electronic learning: 1) online attendance tool, 2) media storage an…
Model of active and collaborative learning applied in training specific subject makes clear advantage due to the goals of knowledge, skills that students got to develop successful future job. The author exploits the learning management system of Hanoi National University of Education to establish a learning environment in the Introductory Physics course Part 2, which supports to the blended learning, for the 1st year student. The method of pattern languages is taken to redesign learning content in the framework of ACLM, which focused on analysing real-life application and doing exercises, with…
The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such inclass and distance courses as "Cartography and Basics of Topography", "Population Geography", "Information Systems and Technologies in Tourism Industry","Regional Economic and Social World Geography (Europe and the CIS)", "Regional Economic and Social World Geography (Africa, Latin America, Asia,Anglo-America, Australia and Oceania)", "Socio-Economic Cartography". The…
Online teaching has become a new reality due to the COVID-19 pandemic raising a lot of questions about its learning outcomes. Recent studies have shown that peer communication positively affects learning outcomes of online teaching. However, it is not clear how collaborative programming tasks change peer communication patterns in the learning process. In this study, we compare communication patterns in MOOCs where peer communication is limited with those of a blended course in which students are involved in online peer instruction. We used a mixed-method approach comprising automated text anal…
Obtaining knowledge and skill achievement through peer learning can lead to higher academic achievement. However, peer learning implementation is not just about putting students together and hoping for the best. At its worst-designed, peer learning may result in one person doing all the effort for instance, or may fail to encourage the students to interact enough with the task and so enhance the task in hand. This study proposes a mechanism as well as an instructional design to foster well-organized peer learning based on game theory $(PD\_PL)$. The proposed mechanism uses prisoner's dilemma a…
Shenzhen Research Institute of Big Data（深圳大数据研究院）；The Chinese University of Hong Kong, Shenzhen（香港中文大学（深圳））
Attendance rate is an important indicator of students' study motivation, behavior and Psychological status; However, the heterogeneous nature of student attendance rates due to the course registration difference or the online/offline difference in a blended learning environment makes it challenging to compare attendance rates. In this paper, we propose a novel method called Relative Attendance Index (RAI) to measure attendance rates, which reflects students' efforts on attending courses. While traditional attendance focuses on the record of a single person or course, relative attendance emphas…
When educational institutions worldwide scrambled for ways to continue their classes during lockdowns caused by the COVID-19 pandemic, the use of information and communication technology (ICT) for remote teaching has become widely considered to be a potential solution. As universities raced to implement emergency remote teaching (ERT) strategies in Japan, some have explored innovative interventions other than webinar platforms and learning management systems to bridge the gap caused by restricted mobility among teachers and learners. One such innovation is virtual reality (VR). VR has been cha…
If students have a broad spectrum of study skills, learning will likely be positively affected, since they can adapt the way they learn in different situations. Such study skills can be learned in for example learning-to-learn courses. Several studies of such courses have been done over the years, but few of these have been carried out in longitudinal naturalistic settings, where the effect has been evaluated over several years in non-experimental settings. In this paper we present a novel approach for learning study skills, as a part of a course running over three years. The course starts wit…
Statistics students need to develop the capacity to make sense of the staggering amount of information collected in our increasingly data-centered world. Data science is an important part of modern statistics, but our introductory and second statistics courses often neglect this fact. This paper discusses ways to provide a practical foundation for students to learn to "compute with data" as defined by Nolan and Temple Lang (2010), as well as develop "data habits of mind" (Finzer, 2013). We describe how introductory and second courses can integrate two key precursors to data science: the use of…
A growing number of universities worldwide use various forms of online and blended learning as part of their academic curricula. Furthermore, the recent changes caused by the COVID-19 pandemic have led to a drastic increase in importance and ubiquity of online education. Among the major advantages of e-learning is not only improving students' learning experience and widening their educational prospects, but also an opportunity to gain insights into students' learning processes with learning analytics. This study contributes to the topic of improving and understanding e-learning processes in th…
Our work aims to study tools offered to students and tutors involved in face-to-face or blended project- based learning activities. Project-based learning is often applied in the case of complex learning (i.e. which aims at making learners acquire various linked skills or develop their behaviours). In comparison to traditional learning, this type of learning relies on co-development, collective responsibility and co-operation. Learners are the principal actors of their learning. These trainings rest on rich and complex organizations, particularly for tutors, and it is difficult to apply innova…
Our work aims at studying tools offered to learners and tutors involved in face-to-face or blended project-based learning activities. To understand better the needs and expectations of each actor, we are especially interested in the specific case of project management training. The results of a course observation show that the lack of monitoring and expertise transfer tools involves important dysfunctions in the course organisation and therefore dissatisfaction for tutors and students (in particular about the acquisition of knowledge and expertise). So as to solve this problem, we propose a pe…
Our work aims at studying tools offered to learners and tutors involved in face-to-face or blended project-based learning activities. To understand better the needs and expectations of each actor, we are especially interested in the specific case of project management training. The results of a course observation show that the lack of monitoring and expertise transfer tools involves important dysfunctions in the course organisation and therefore dissatisfaction for tutors and students (in particular about the acquisition of knowledge and expertise). So as to solve this problem, we propose a pe…
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…
The Covid-19 pandemic outbreak has forced all courses to be carried out online, but only a few truly fulfill student expectations. This study aims to explain the characteristics of enjoyable online learning based on the platform, the content, and the learning model. Data collected using closed and open questionnaires which were responded to by 110 students in 2019/2020. The closed questionnaire revealed the most preferred learning elements, and the open questionnaire was to clarify their reasons. The data were arranged sequentially from the quantitative data to the qualitative data. The result…
Bringing active learning, experimentation, and student-created videos in engineering: A study about teaching electronics and physical computing integrating online and mobile learning
