Parallelizing Bayesian Knowledge Tracing Tool For Large-scale Online Learning Analytics

2018 ◽  
Author(s):  
Yanjun Pu ◽  
Wenjun Wu ◽  
Yong Han ◽  
Dengbo Chen
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Large Scale ◽  
Bayesian Knowledge Tracing ◽  
Knowledge Tracing

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Large Scale ◽  
Target Market ◽  
Growth Trend ◽  
Continuous Growth ◽  
Financial Investment ◽  
Marketing Mode ◽  
Marketing Costs

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

scholarly journals Learning As It Happens: A Decade of Analyzing and Shaping a Large-Scale Online Learning System

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Matthieu J. S. Brinkhuis ◽  
Alexander O. Savi ◽  
Abe D. Hofman ◽  
Frederik Coomans ◽  
Han L. J. Van der Maas ◽  
...  
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
Response Times ◽  
Learning System ◽  
Learning Gains ◽  
Online Experimentation ◽  
Quality Of Fit ◽  
Item Reliability ◽  
Made In

With the advent of computers in education, and the ample availability of online learning and practice environments, enormous amounts of data on learning become available. The purpose of this paper is to present a decade of experience with analyzing and improving an online practice environment for math, which has thus far recorded over a billion responses. We present the methods we use to both steer and analyze this system in real-time, using scoring rules on accuracy and response times, a tailored rating system to provide both learners and items with current ability and difficulty ratings, and an adaptive engine that matches learners to items. Moreover, we explore the quality of fit by means of prediction accuracy and parallel item reliability. Limitations and pitfalls are discussed by diagnosing sources of misfit, like violations of unidimensionality and unforeseen dynamics. Finally, directions for development are discussed, including embedded learning analytics and a focus on online experimentation to evaluate both the system itself and the users’ learning gains. Though many challenges remain open, we believe that large steps have been made in providing methods to efficiently manage and research educational big data from a massive online learning system.

scholarly journals “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199553
Author(s):  
Ioana Literat
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Thematic Analysis ◽  
Large Scale ◽  
Home School ◽  
Educational Support ◽  
Social Lives ◽  
Online Coursework ◽  
Youth Experiences ◽  
Educational Futures

Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.

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