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Download full textALSaad, Fareedah; Boughoula, Assma; Geigle, Chase; Sundaram, Hari; Zhai, ChengXiang – International Educational Data Mining Society, 2018
This paper addresses the question of identifying a concept dependency graph for a MOOC through unsupervised analysis of lecture transcripts. The problem is important: extracting a concept graph is the first step in helping students with varying preparation to understand course material. The problem is challenging: instructors are unaware of the…
Descriptors: Data Collection, Educational Research, Online Courses, Large Group Instruction
Reich, Justin; Tingley, Dustin; Leder-Luis, Jetson; Roberts, Margaret E.; Stewart, Brandon M. – Journal of Learning Analytics, 2015
Dealing with the vast quantities of text that students generate in Massive Open Online Courses (MOOCs) and other large-scale online learning environments is a daunting challenge. Computational tools are needed to help instructional teams uncover themes and patterns as students write in forums, assignments, and surveys. This paper introduces to the…
Descriptors: Large Group Instruction, Online Courses, Data Collection, Data Analysis
Gruzd, Anatoliy; Paulin, Drew; Haythornthwaite, Caroline – Journal of Learning Analytics, 2016
In just a short period, social media have altered many aspects of our daily lives, from how we form and maintain social relationships to how we discover, access, and share information online. Now social media are also affecting how we teach and learn. In this paper, we discuss methods that can help researchers and educators evaluate and understand…
Descriptors: Social Media, Teaching Methods, Network Analysis, Workshops
Ren, Zhiyun; Rangwala, Huzefa; Johri, Aditya – International Educational Data Mining Society, 2016
The past few years has seen the rapid growth of data mining approaches for the analysis of data obtained from Massive Open Online Courses (MOOCs). The objectives of this study are to develop approaches to predict the scores a student may achieve on a given grade-related assessment based on information, considered as prior performance or prior…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Pardos, Zachary A. – Journal of Learning Analytics, 2015
In Miyamoto et al. (2015, this issue) the authors looked to substantiate the presence of the spacing effect, referenced from the psychology literature, in several MOOCs. Their secondary analyses constituted a robust, empirical finding on the correspondence between session distribution and certification but with only a coarse, analogous…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
Direct linkCarter, Irene; Barrett, Betty; Park, Wansoo – Journal of Teaching in Social Work, 2011
This reflective and conceptual article, which is based on a literature review and the subjective experiences of the authors, discusses the simultaneous collaborative delivery of 3 sections of an introductory undergraduate-level course in social work. Each section of the course consisted of roughly 100 students. The instructors strived to produce…
Descriptors: Introductory Courses, Student Evaluation, Teacher Collaboration, Course Content
