CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Learning Behavior Analytics and Learning Effect Evaluation for Learners Based on MOOCs
Tác giả
Hu X.; Liu S.; Xu Z.; Xiao G.
Năm xuất bản
2017
Source title
Proceedings - 5th International Conference on Educational Innovation through Technology, EITT 2016
Số trích dẫn
2
DOI
10.1109/EITT.2016.8
Liên kết
Tóm tắt
The advent of MOOCs has increasingly changed the learners' learning strategy and behavior, which brings new issues for analyzing learners' behavior and evaluating the learning effect. Investigation on the learners' learning behavior and evaluation of the learning effect can provide learners' learning strategy selection in the topic of MOOCs. In this paper, three teaching modes i.e., pure MOOCs, flipped classroom and traditional classroom are developed to investigate the learners' learning behavior and the learning effect. The influence of MOOCs environment on learners learning behaviors is investigated, and then the characteristics of learners' learning behaviors are analyzed. Moreover, the influence of three modes on the learning effect of learners is studied, and the effect of different subjects in different modes is evaluated. Furthermore, the learners' satisfaction degree on MOOCs mode is investigated using a questionnaire survey. The empirical results show that the teaching mode of pure MOOCs and flipped classroom is better than that of the traditional teaching mode, and the learning effect of science learners in MOOCs mode is better than both the liberal arts and art learners. © 2016 IEEE.
Từ khóa
learner; learning effect; MOOCs; studying behavior; teaching mode
Tài liệu tham khảo
Shixi L., Cuiqing J., Zhangxi L., Yong D., Rui D., Zhicai X., Identifying Effective Influencers Based on Trust for Electronic Word-of-Mouth Marketing: A Domain-aware Approach, Information Sciences, 306, pp. 34-52, (2015); Kay J., Reimann P., Diebold E., MOOCs: So many learners, so much potential, IEEE Intelligent Systems, 6, pp. 70-77, (2013); Yuan L., Powell S., Cetis J., MOOCs and Open Education: Implications for Higher Education, (2013); Greller W., Drachsler H., Translating Learning into Numbers: A Generic Framework for Learning Analytics, Educational Technology & Society, 15, 3, pp. 42-57, (2012); Clow D., The learning analytics cycle: Closing the loop effectively, LAK12: 2nd International Conference on Learning Analytics & Knowledge, (2012); Siemens G., Long P., Penetrating the Fog: Analytics in Learning and Education, Educause Review, 46, 5, pp. 30-39, (2011); Pena-Ayala A., Educational data mining: A survey and a data mining-based analysis of recent works, Expert Systems with Applications, 41, 4, pp. 1432-1462, (2014); Ruiperez-Valiente J.A., Pedro J., Derick Leony M., Delgado Kloos C., ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform, Computers in Human Behavior, 47, pp. 139-148, (2014); Scheffel M., Drachsler H., Stoyanov S., Specht M., Quality Indicators for Learning Analytics, Educational Technology & Society, 17, 4, pp. 117-132, (2014); Collins D., Weber J., Zambrano R., Teaching business ethics online: Perspectives on course design, delivery, student engagement, and assessment, Journal of Business Ethics, 125, 3, pp. 513-529, (2014); Grunewald F., Meinel C., Totschnig M., Willems C., Designing MOOCs for the support of multiple learning styles, European Conference on Technology Enhanced Learning, pp. 371-382, (2013)
Nơi xuất bản
Institute of Electrical and Electronics Engineers Inc.
Hình thức xuất bản
Conference paper
Open Access
Nguồn
Scopus