NDLI: Combining click-stream data with NLP tools to better understand MOOC completion

Please wait, while we are loading the content...

Topic modeling for evaluating students' reflective writing: a case study of pre-service teachers' journals

Towards personalizing an e-quiz bank for primary school students: an exploration with association rule mining and clustering

Semantic visual analytics for today's programming courses

Investigating collaborative learning success with physiological coupling indices based on electrodermal activity

Privacy and analytics: it's a DELICATE issue a checklist for trusted learning analytics

Affecting off-task behaviour: how affect-aware feedback can improve student learning

Interactive surfaces and learning analytics: data, orchestration aspects, pedagogical uses and challenges

Teaching analytics: towards automatic extraction of orchestration graphs using wearable sensors

The learning analytics readiness instrument

Bringing order to chaos in MOOC discussion forums with content-related thread identification

Reflecting on reflective writing analytics: assessment challenges and iterative evaluation of a prototype tool

Analysing engagement in an online management programme and implications for course design

Data2U: scalable real time student feedback in active learning environments

Designing MOOCs for success: a student motivation-oriented framework

Applying classification techniques on temporal trace data for shaping student behavior models

Translating network position into performance: importance of centrality in different network configurations

A conceptual framework linking learning design with learning analytics

Sequencing educational content in classrooms using Bayesian knowledge tracing

Recipe for success: lessons learnt from using xAPI within the connected learning analytics toolkit

Forecasting student achievement in MOOCs with natural language processing

A study on eye fixation patterns of students in higher education using an online learning system

Exploring the relation between self-regulation, online activities, and academic performance: a case study

Using game analytics to evaluate puzzle design and level progression in a serious game

What and when: the role of course type and timing in students' academic performance

Learning design and feedback processes at scale: stocktaking emergent theory and practice

Learning analytics in a flipped university course

The connected learning analytics toolkit

Combining click-stream data with NLP tools to better understand MOOC completion

Introduction of learning visualisations and metacognitive support in a persuadable open learner model

The role of achievement goal orientations when studying effect of learning analytics visualizations

A pedagogical framework for learning analytics in collaborative inquiry tasks: an example from a teamwork competency awareness program

What can analytics contribute to accessibility in e-learning systems and to disabled students' learning?

Investigating boredom and engagement during writing using multiple sources of information: the essay, the writer, and keystrokes

Evaluation of an adaptive practice system for learning geography facts

Student perspectives on data provision and use: starting to unpack disciplinary differences

Real-time indicators and targeted supports: using online platform data to accelerate student learning

Investigating social and semantic user roles in MOOC discussion forums

Longitudinal engagement, performance, and social connectivity: a MOOC case study using exponential random graph models

Measuring financial implications of an early alert system

Supporting learning by considering emotions: tracking and visualization a case study

The assessment of learning infrastructure (ALI): the theory, practice, and scalability of automated assessment

Using A/B testing in MOOC environments

Data-driven proficiency profiling: proof of concept

The impact of 151 learning designs on student satisfaction and performance: social learning (analytics) matters

Studying the relationship between BKT fitting error and the skill difficulty index

Is the doer effect a causal relationship?: how can we tell and why it's important

A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs

Fostering 21st century literacies through a collaborative critical reading and learning analytics environment: user-perceived benefits and problematics

Bayesian modelling of student misconceptions in the one-digit multiplication with probabilistic programming

Predicting student performance on post-requisite skills using prerequisite skill data: an alternative method for refining prerequisite skill structures

Critical perspectives on writing analytics

Multimodal analytics to study collaborative problem solving in pair programming

Wikiglass: a learning analytic tool for visualizing collaborative wikis of secondary school students

Towards automated content analysis of discussion transcripts: a cognitive presence case

Impact of data collection on interpretation and evaluation of student models

An analysis framework for collaborative problem solving in practice-based learning activities: a mixed-method approach

Towards analytics for educational interactive e-books: the case of the reflective designer analytics platform (RDAP)

Design and evaluation of teacher assistance tools for exploratory learning environments

Untangling MOOC learner networks

English language learner experiences of formal and informal learning environments

A rule-based indicator definition tool for personalized learning analytics

When to stop?: towards universal instructional policies

Student differences in regulation strategies and their use of learning resources: implications for educational design

Modeling common misconceptions in learning process data

Towards triggering higher-order thinking behaviors in MOOCs

Improving efficacy attribution in a self-directed learning environment using prior knowledge individualization

Enhancing the efficiency and reliability of group differentiation through partial credit

Generating actionable predictive models of academic performance

Learning analytics for workplace and professional learning

Automating assessment of collaborative writing quality in multiple stages: the case of wiki

Demonstration of the Unizin sentiment visualizer

Cross-LAK: learning analytics across physical and digital spaces

Learning analytics community exchange: evidence hub

Putting temporal analytics into practice: the 5th international workshop on temporality in learning data

Exploring the interplay between human and machine annotated multimodal learning analytics in hands-on STEM activities

LAK16 workshop: extending IMS caliper analytics™ with learning activity profiles

Using machine analysis to make elementary students' mathematical thinking visible

Ethical and privacy issues in the design of learning analytics applications

Benchmarking student performance and engagement in an early alert predictive system using interactive radar charts

Learning analytics for curriculum and program quality improvement (PCLA 2016)

Student affect during learning with a MOOC

LAL workshop: learning analytics for learners

Integrating physical activity data in videogames with user-centered dashboards

Multimodal learning analytics data challenges

Understanding learning at a glance: an overview of learning dashboard studies

Data literacy for learning analytics

Reviewing three case-studies of learning analytics interventions at the open university UK

Smart environments and analytics on video-based learning

Analyzing students' intentionality towards badges within a case study using Khan academy

Introduction to data mining for educational researchers

Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills

Educational data mining with Python and Apache spark: a hands-on tutorial

Elaborating data intensive research methods through researcher-practitioner partnerships

Pipeline for expediting learning analytics and student support from data in social learning

Learning through goal setting

The dutch xAPI experience

Validity: a framework for cross-disciplinary collaboration in mining indicators of learning from MOOC forums

Combining click-stream data with NLP tools to better understand MOOC completion

Content Provider	ACM Digital Library
Author	Dascalu, Mihai Crossley, Scott Paquette, Luc McNamara, Danielle S. Baker, Ryan S.
Abstract	Completion rates for massive open online classes (MOOCs) are notoriously low. Identifying student patterns related to course completion may help to develop interventions that can improve retention and learning outcomes in MOOCs. Previous research predicting MOOC completion has focused on click-stream data, student demographics, and natural language processing (NLP) analyses. However, most of these analyses have not taken full advantage of the multiple types of data available. This study combines click-stream data and NLP approaches to examine if students' on-line activity and the language they produce in the online discussion forum is predictive of successful class completion. We study this analysis in the context of a subsample of 320 students who completed at least one graded assignment and produced at least 50 words in discussion forums, in a MOOC on educational data mining. The findings indicate that a mix of click-stream data and NLP indices can predict with substantial accuracy (78%) whether students complete the MOOC. This predictive power suggests that student interaction data and language data within a MOOC can help us both to understand student retention in MOOCs and to develop automated signals of student success.
Starting Page	6
Ending Page	14
Page Count	9
File Format	PDF
ISBN	9781450341905
DOI	10.1145/2883851.2883931
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	2016-04-25
Publisher Place	New York
Access Restriction	Subscribed
Subject Keyword	Sentiment analysis Mooc Educational data mining Click-stream data Natural language processing Educational success Predictive analytics
Content Type	Text
Resource Type	Article

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in