Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

Eyal Rabin; Vered Silber-Varod; Yoram M. Kalman; Marco Kalz

doi:10.1007/978-3-030-29736-7_17

Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

Eyal Rabin, Vered Silber-Varod, Yoram M. Kalman, Marco Kalz

Management discipline

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Learners join MOOCs (Massive Open Online Courses) with a variety of intentions. The fulfillment of these initial intentions is an important success criterion in self-paced and open courses. Using post course self-reported data enabled us to divide the participants to those who fulfilled the initial intentions (high-IF) and those who did not fulfill their initial intentions (low-IF). We used methods adapted from natural language processing (NLP) to analyze the learning paths of 462 MOOC participants and to identify activities and activity sequences of participants in the two groups. Specifically, we used n-gram analysis to identify learning activity sequences and keyness analysis to identify prominent learning activities. These measures enable us to identify the differences between the two groups. Differences can be seen at the level of single activities, but major differences were found when longer n-grams were used. The high-IF group showed more consistency and less divergent learning behavior. High-IF was associated, among other things, with study patterns of sequentially watching video lectures. Theoretical and practical suggestions are introduced in order to help MOOC developers and participants to fulfill the participants’ learning intentions.

Original language	English
Title of host publication	Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings
Editors	Maren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Publisher	Springer Verlag
Pages	224-235
Number of pages	12
ISBN (Print)	9783030297350
DOIs	https://doi.org/10.1007/978-3-030-29736-7_17
State	Published - 2019
Event	14th European Conference on Technology Enhanced Learning, EC-TEL 2019 - Delft, Netherlands Duration: 16 Sep 2019 → 19 Sep 2019

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	11722 LNCS
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	14th European Conference on Technology Enhanced Learning, EC-TEL 2019
Country/Territory	Netherlands
City	Delft
Period	16/09/19 → 19/09/19

Bibliographical note

Publisher Copyright:
© 2019, The Author(s).

Keywords

Intention-fulfilment
Keyness
Learning activity sequences
Massive Open Online Courses
N-gram

Access to Document

10.1007/978-3-030-29736-7_17

Cite this

Rabin, E., Silber-Varod, V., Kalman, Y. M., & Kalz, M. (2019). Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings (pp. 224-235). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 11722 LNCS). Springer Verlag. https://doi.org/10.1007/978-3-030-29736-7_17

Rabin, Eyal ; Silber-Varod, Vered ; Kalman, Yoram M. et al. / Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings. editor / Maren Scheffel ; Julien Broisin ; Viktoria Pammer-Schindler ; Andri Ioannou ; Jan Schneider. Springer Verlag, 2019. pp. 224-235 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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title = "Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs",

abstract = "Learners join MOOCs (Massive Open Online Courses) with a variety of intentions. The fulfillment of these initial intentions is an important success criterion in self-paced and open courses. Using post course self-reported data enabled us to divide the participants to those who fulfilled the initial intentions (high-IF) and those who did not fulfill their initial intentions (low-IF). We used methods adapted from natural language processing (NLP) to analyze the learning paths of 462 MOOC participants and to identify activities and activity sequences of participants in the two groups. Specifically, we used n-gram analysis to identify learning activity sequences and keyness analysis to identify prominent learning activities. These measures enable us to identify the differences between the two groups. Differences can be seen at the level of single activities, but major differences were found when longer n-grams were used. The high-IF group showed more consistency and less divergent learning behavior. High-IF was associated, among other things, with study patterns of sequentially watching video lectures. Theoretical and practical suggestions are introduced in order to help MOOC developers and participants to fulfill the participants{\textquoteright} learning intentions.",

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Rabin, E, Silber-Varod, V, Kalman, YM & Kalz, M 2019, Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. in M Scheffel, J Broisin, V Pammer-Schindler, A Ioannou & J Schneider (eds), Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 11722 LNCS, Springer Verlag, pp. 224-235, 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, Netherlands, 16/09/19. https://doi.org/10.1007/978-3-030-29736-7_17

Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. / Rabin, Eyal; Silber-Varod, Vered; Kalman, Yoram M. et al.
Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings. ed. / Maren Scheffel; Julien Broisin; Viktoria Pammer-Schindler; Andri Ioannou; Jan Schneider. Springer Verlag, 2019. p. 224-235 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 11722 LNCS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Rabin E, Silber-Varod V, Kalman YM, Kalz M. Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs. In Scheffel M, Broisin J, Pammer-Schindler V, Ioannou A, Schneider J, editors, Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings. Springer Verlag. 2019. p. 224-235. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-030-29736-7_17

Identifying Learning Activity Sequences that Are Associated with High Intention-Fulfillment in MOOCs

Abstract

Publication series

Conference

Bibliographical note

Keywords

Access to Document

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