Ordinary Differential Equations I, is one of the core courses for science and engineering majors. Practical problem solving in science and engineering programs require proficiency in mathematics. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the…

With the popularization of massive open online courses (MOOCs) in the e-learning landscape, more and more older adults are participating in MOOC learning activities. Understanding older adults' learning motivations in MOOCs will help MOOC developers design suitable learning systems and appropriate course content for older learners. Using a content…

Massive Open Online Courses (MOOCs) aim to "educate the world." More often than not, however, MOOCs fall short of this goal--a majority of learners are already highly educated (with a Bachelor's degree or more) and come from specific parts of the (developed) world. Learners from developing countries without a higher degree are…

We conducted two AB experiments (treatment vs. control) in a massive open online course. The first experiment evaluates deliberate practice activities (DPAs) for developing problem solving expertise as measured by traditional physics problems. We find that a more interactive drag-and-drop format of DPA generates quicker learning than a multiple…

Most educational efforts focus on declarative knowledge and information, which are described primarily as "content." This concentration is common for online courses. Few go beyond this limited level of learning to seek changes in skills and character traits such as curiosity or creativity. Using a project-based curriculum, a course on…

Previous research on problem diagrams suggested that including a supportive diagram, one that does not provide necessary problem solving information, may bring little, or even negative, benefit to students' problem solving success. We tested the usefulness of problem diagrams on 12 different physics problems (6A/B experiments) in our massive open…

The most defining characteristic of MOOCs and other massive courses may be their scale. In their popular description, in the pedagogical and technological approach, in course operation, and in impact, the scale of the course is always foremost in mind. Beyond changes in scale, there are challenges and opportunities to adapt the new techniques in a…

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes.…

This work describes the design and evaluation of a proposal to use Classroom Response Systems (CRS), intended to promote participative classes of Mathematics at University. The proposal is based on Problem Based Learnig (PBL) and uses Robert's six hypotheses for mathematical teaching-learning. The results show that PBL is a relevant strategy to…

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "EdMedia + Innovate Learning: World Conference on Educational Media and…

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing…

The on-line tutoring system, LON-CAPA, was implemented in Introductory Calculus-Based Physics-II course at Colorado School of Mines in fall 2008 and spring 2009. In this paper, the features and the case study of the LON-CAPA implementation were described. The performance data obtained from the scores of students enrolled in the course represented…

The 13th iteration of the International Conference on Educational Data Mining (EDM 2020) was originally arranged to take place in Ifrane, Morocco. Due to the SARS-CoV-2 (coronavirus) epidemic, EDM 2020, as well as most other academic conferences in 2020, had to be changed to a purely online format. To facilitate efficient transmission of…

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…

The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37…