scholarly journals Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

2021 ◽  
Author(s):  
Bing Wu
Keyword(s):  
Social Interactions ◽  
Regression Models ◽  
Online Courses ◽  
Online Reviews ◽  
Discussion Forum ◽  
Massive Open Online Courses ◽  
Online Review ◽  
Discussion Forums ◽  
Processing Data ◽  
Learning Progress

AbstractAlthough some studies have explored massive open online courses (MOOCs) discussion forums and MOOC online reviews separately, studies of both aspects are insufficient. Based on the theory of self-determination, this paper proposes research hypotheses that MOOC learning progress has a direct impact on MOOC online reviews and an indirect influence on MOOC online reviews through social interactions in discussion forums, as well. Coursera the largest MOOC platform, is selected as the empirical research object, and data from learners who participated in the MOOC discussion forum and provided MOOC online reviews from August 2016 to December 2019 are obtained from the most popular course, “Machine Learning”. After processing, data from 4376 learners are obtained. Then, according to research hypotheses, multi regression models are constructed accordingly. The results show that the length of MOOC online review text is affected by the MOOC learning progress, the number of discussion forum posts, the number of follow, the online review sentiment and MOOC rating. This study highlights the main factors that affect MOOC online reviews. As a result, some suggestions are put forward for the construction of MOOC.

423 Massive Open Online Courses in Anatomy Education: A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
J Cheong ◽  
I Keenan
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Pubmed Database ◽  
Literature Search Strategy ◽  
Learning Development

Abstract Introduction Massive open online courses (MOOCs) have become increasingly popular for remotely delivering education to global audiences. MOOCs can provide an online platform for participants coming from a variety of professional backgrounds and international locations. Our systematic review investigated current literature surrounding MOOCs, and identified the value of such courses with respect to anatomical and medical education. Method Our literature search strategy involved exploring the PubMed database for the terms ’MOOC + Anatomy’ and ‘MOOC + Medical Education’ identified 290 relevant articles. Following implementation of the PRISMA criteria, 24 articles out of 290 were selected for inclusion in our systematic review. Results Participants completing MOOCs in anatomical and medical education generally showed increased knowledge and skills. We found that MOOC discussion forums encourage participants’ social learning development. MOOCs have shown to address participants’ needs and expectations while supplementing traditional learning approaches. However, the majority of experimental research studies did not include pre-post testing or appropriate controls. Furthermore, high levels of participant attrition, inability to address all learning approaches were identified as limitations with respect to MOOCs. Conclusions Although MOOCs have shown success in providing an excellent platform for learning, it has yet to show definitive improvements when compared to traditional teaching methods.

scholarly journals Analysing Structured Learning Behaviour in Massive Open Online Courses (MOOCs): An Approach Based on Process Mining and Clustering

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Antoine Van den Beemt ◽  
Joos Buijs ◽  
Wil Van der Aalst
Keyword(s):  
Data Science ◽  
Online Courses ◽  
Process Mining ◽  
Massive Open Online Courses ◽  
Structured Learning ◽  
Learning Behaviour ◽  
Specific Behaviour ◽  
Learning Progress ◽  
Tools And Techniques ◽  
Successful Students

The increasing use of digital systems to support learning leads to a growth in data regarding both learning processes and related contexts. Learning Analytics offers critical insights from these data, through an innovative combination of tools and techniques. In this paper, we explore students’ activities in a MOOC from the perspective of personal constructivism, which we operationalized as a combination of learning behaviour and learning progress. This study considers students’ data analyzed as per the MOOC Process Mining: Data Science in Action. We explore the relation between learning behaviour and learning progress in MOOCs, with the purpose to gain insight into how passing and failing students distribute their activities differently along the course weeks, rather than predict students' grades from their activities. Commonly-studied aggregated counts of activities, specific course item counts, and order of activities were examined with cluster analyses, means analyses, and process mining techniques. We found four meaningful clusters of students, each representing specific behaviour ranging from only starting to fully completing the course. Process mining techniques show that successful students exhibit a more steady learning behaviour. However, this behaviour is much more related to actually watching videos than to the timing of activities. The results offer guidance for teachers.

scholarly journals Investigating the characteristics of MOOCs according to eight critical dimensions: A case study

2020 ◽  
Author(s):  
Jennifer W.M. Lai ◽  
Matt Bower ◽  
Yvonne Breyer ◽  
John De Nobile
Keyword(s):  
Online Courses ◽  
Institutional Environment ◽  
Subject Area ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Text Search ◽  
Critical Dimensions ◽  
Study Approach ◽  
Level Of Knowledge

Massive Open Online Courses (MOOCs) have been a popular trend in the online learning landscape. However, MOOC learners have expressed their dissatisfaction with the courses or problems with course management. To develop a widely accepted MOOC, the main aim of this study is to investigate the characteristics of MOOCs by using eight themes: learning outcomes, affective elements, behaviours, design, technology elements, pedagogy, presence and institutional environment. Using the case study approach, we explored the practices of four MOOCs in an Excel specialisation by using student unsolicited feedback, the literature and the analysis of the MOOCs by researchers. We analysed the learners’ posts on the official forums with auto-code sentiment and text search functions in Nvivo 12 Plus. The results of this study showed that high-rated MOOCs had approximately 74.7% of positive sentiments on discussion forums, with 1.2% negative and 24.1% neutral. The results indicated that MOOCs helped learners improve their level of knowledge in the subject area. Teachers/instructors also play a very significant role, and they have to provide clear explanations in different concepts. To conclude, this study intends to offer guidelines to researchers, educators, and MOOC designers to create successful MOOCs by focusing on the eight dimensions.

Utilizing Question and Answer Discussion Forums to Enhance Learning in University Health Courses

2018 ◽  
pp. 235-251
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Learning Activities ◽  
Learning Approaches ◽  
Discussion Forums ◽  
Teaching Approaches ◽  
Online Discussion Forums ◽  
Course Outcomes

This chapter examines the contributions of Moodle's Q&A discussion forum platforms to optimizing cooperative and collaborative learning, validity of assessment of discussion forum posts, and achievement of course outcomes. The author studied: (1) How appropriate is the Q&A variant of online discussion forums in facilitating individual and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums? (3) Do learners' performance in Q&A category of online discussion forums predict performance in other assignments in online courses? (4) How well do learning activities in Q&A forums achieve courses' learning outcomes compared with other learning approaches? Survey and data analysis conducted by the author at HBMSU, UAE revealed that Moodle's Q&A discussion forum compares favorably with other teaching approaches in facilitating cooperative and collaborative learning, predicting overall learning achievement as well as improving validity of assessments.

Mining Individual Learning Topics in Course Reviews Based on Author Topic Model

2017 ◽  
Vol 15 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Sanya Liu ◽  
Cheng Ni ◽  
Zhi Liu ◽  
Xian Peng ◽  
Hercy N.H. Cheng
Keyword(s):  
Topic Model ◽  
Online Courses ◽  
Rapid Development ◽  
Educational Data Mining ◽  
Online Reviews ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Analysis Technique ◽  
Learning Analysis

Nowadays, Massive Open Online Courses (MOOC) has obtained a rapid development and drawn much attention from the areas of learning analytics and artificial intelligence. There are lots of unstructured data being generated in online reviews area. The learning behavioral data become more and more diverse, and they prompt the emergence of big data in education. To mine useful information from these data, we need to use educational data mining and learning analysis technique to study the learning feelings and discussed topics among learners. This paper aims to mine and analyze topic information hidden in the unstructured reviews data in MOOC, a novel author topic model based on an unsupervised learning idea is proposed to extract learning topics for the each learner. According to the experimental results, we will analyze and focuses of interests of learners, which facilitates further personalized course recommendation and improve the quality of online courses.

scholarly journals Enhancing learning through the discussion forum

2012 ◽  
Vol 7 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Nantha Kumar Subramaniam
Keyword(s):  
Critical Thinking ◽  
Adult Learners ◽  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Collaborative Discussion

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

scholarly journals E-learning Text Sentiment Classification Using Hierarchical Attention Network (HAN)

2021 ◽  
Vol 16 (13) ◽  
pp. 157
Author(s):  
Abdessamad Chanaa ◽  
Nour-eddine El Faddouli
Keyword(s):  
Online Courses ◽  
Research Field ◽  
Massive Open Online Courses ◽  
Analysis Tool ◽  
Classification Models ◽  
Discussion Forums ◽  
Hierarchical Network ◽  
Massive Open Online ◽  
Attention Network ◽  
E Learning

Massive Open Online Courses (MOOCs) have recently become a very motivating research field in education. Analyzing MOOCs discussion forums presents important issues since it can create challenges for understanding and appropriately identifying student sentiment behaviours. Using the high effectiveness of deep learning, this study aims to classify forum posts based on their sentiment polarity using two experiments. The first use the three known sentiment labels (positive/negative/neutral) and the second one employs sevens labels. The classification method implemented the Hierarchical Attention Network (HAN) algorithm; it combines the attention mechanism with a hierarchical network that simulates the same hierarchical structure of the document. The analysis of 29604 discussion posts from Stanford University affirms the effectiveness of our model. HAN achieved a classification accuracy of 70.3%, which surpassed the other prediction results using usual text classification models. These results are promising and have implications on the future development of automated sentiment analysis tool on e-learning discussion forum.

scholarly journals Challenges in Designing and Development of Massive Open Online Courses (MOOCS) as Perceived by Instructors across India

2021 ◽  
pp. 42-47
Author(s):  
Rohini Anand
Keyword(s):  
Time Pressure ◽  
Online Courses ◽  
Discussion Forum ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Descriptive Research ◽  
Content Development ◽  
Technical Competency ◽  
Important Challenge ◽  
Time And Energy

The study aimed to explore the challenges perceived by the instructors during the designing and development of MOOCs in India. The data was collected through a mailed questionnaire with the help of Google form. A total of 79 respondents were involved across India. Descriptive research design was used for this particular study. The study revealed that content development (2.48) was perceived as a big challenge by the instructors because most of the content was available in video form. Learners’ engagement (2.33) was found as the second most important challenge perceived by the instructors. Other important challenges were time pressure during the development of MOOCs (2.20); moderating discussion forum (2.11) and technical competency (2.06). It can be concluded that among all parameters content development is hectic and the most challenging. One can be more effective in content development when others parameters like technical competency, discussion forum etc. are tackled properly so that more time and energy can be given in content development.

scholarly journals Role Modelling in MOOC Discussion Forums

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Tobias Hecking ◽  
Irene Angelica Chounta ◽  
H. Ulrich Hoppe
Keyword(s):  
Information Seeking ◽  
Information Exchange ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Semantic Roles ◽  
Exchange Networks ◽  
Information Giving ◽  
Role Modelling ◽  
Areas Of Interest

To further develop rich and expressive ways of modelling roles of contributors in discussion forums of massive open online courses (MOOCs), we analyse a networks of forum users based on the relations of information-giving and information seeking. Specific connection patterns that appear in the information exchange networks of forum users are used to characterize user roles in a social context. Additionally, semantic roles are derived by identifying thematic areas in which an actor seeks for information (problem areas) and the areas of interest in which an actor provides information to others (areas of expertise). The interplay of social and semantic roles is analysed using a socio-semantic blockmodelling approach. The results show that social and semantic roles are not strongly interdependent.  Here, the methodological contribution is in combining traditional blockmodelling with semantic information to characterize participant roles. Furthermore, we have applied sequential pattern analysis techniques to analyze the posting activity of users over time in terms of categories of cognitive engagement derived from the ICAP framework of Chi & Wylie (2014).  A combination of the different approaches and results reveals that user roles derived from the analysis of engagement patterns are strongly related to socio-semantic user roles.

scholarly journals A comparison of learner intent and behaviour in live and archived MOOCs

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Jennifer Campbell ◽  
Alison L Gibbs ◽  
Hedieh Najafi ◽  
Cody Severinski
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
High Demand ◽  
Course Materials ◽  
Patterns Of Use ◽  
Opportunities For Learning ◽  
Self Study ◽  
Using Data ◽  
Learner Activity

The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning resources beyond and between instructor-led live-sessions, we examined the use of a statistics MOOC and a computer science MOOC, both of which were made available as archived-courses after a live-session and for which enrolment continued to grow while archived. Using data collected from surveys of learner demographics and intent, the course database of major learner activity, and the detailed clickstream of all learner actions, we compared the demographics, intent, and behaviour of live- and archived-learners. We found that archived-learners were interested in the live-MOOC and that their patterns of use of course materials, such as the number and sequence of videos they watched, the number of assessments they completed, their demonstration of self-regulatory behaviour, and their rate of participation in the discussion forums, were similar to the live-learners. In addition, we found evidence of learners drawing on an archived-MOOC for use as reference material. Anticipated areas of impact of this work include implications for the future development of MOOCs as resources for self-study and professional development, and in support of learner success in other courses.

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