Dynamics of MOOC discussion forums

ACM International Conference Proceeding Series

Volumn , Issue , 2017, Pages 128-137

  Boroujeni, Mina Shirvani ^a   Hoppe, H Ulrich ^b   Hecking, Tobias ^b   Dillenbourg, Pierre ^a  

^a EPFL   (Switzerland)

^b UNIVERSITY OF DUISBURG ESSEN   (Germany)

Author keywords

Content analysis; Discussion forum; Massive open online courses; MOOCs; Social network; Temporal analysis

Indexed keywords

DYNAMICS; SOCIAL NETWORKING (ONLINE); TEACHING;

CONTENT ANALYSIS; DISCUSSION FORUM; MASSIVE OPEN ONLINE COURSE; MOOCS; TEMPORAL ANALYSIS;

CURRICULA;

EID: 85016505108     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1145/3027385.3027391     Document Type: Conference Paper

References (33)

1. A. Anderson, D. Huttenlocher, J. Kleinberg, and J. Leskovec. Engaging with massive online courses. In Proceedings of the 23rd International Conference on World Wide Web, WWW'14, pages 687-698. ACM, 2014.
2. J. Arguello and K. Shaffer. Predicting speech acts in mooc forum posts. In Proceedings of the 9th International AAAI Conference on Web and Social Media, ICWSM'15, 2015.
3. M. S. Boroujeni, L. Kidzinski, and P. Dillenbourg. How employment constrains participation in moocs. In Proceedings of the 9th International Conference on Educational Data Mining, pages 376-377, 2016.
4. M. S. Boroujeni, K. Sharma, Ł. Kidziński, L. Lucignano, and P. Dillenbourg. How to quantify student's regularity? In European Conference on Technology Enhanced Learning, pages 277-291. Springer, 2016.
5. C. G. Brinton, M. Chiang, S. Jain, H. Lam, Z. Liu, and F. M. F. Wong. Learning about social learning in moocs: From statistical analysis to generative model. IEEE transactions on Learning Technologies, 7(4):346-359, 2014.
6. O. Daems, M. Erkens, N. Malzahn, and H. U. Hoppe. Using content analysis and domain ontologies to check learners' understanding of science concepts. Journal of Computers in Education, 1(2):113-131, 2014.
7. P. Dillenbourg, N. Li, and Ł. Kidziński. From Books to MOOCs? Emerging Models of Learning and Teaching in Higher Education, chapter The complications of the orchestration clock. Portland Press, 2016.
8. P. Doreian, V. Batagelj, A. Ferligoj, and M. Granovetter. Generalized Blockmodeling (Structural Analysis in the Social Sciences). Cambridge University Press, 2004.
9. N. Gillani and R. Eynon. Communication patterns in massively open online courses. The Internet and Higher Education, 23:18-26, 2014.
10. N. Gillani, T. Yasseri, R. Eynon, and I. Hjorth. Structural limitations of learning in a crowd: communication vulnerability and information diffusion in moocs. Scientific Reports, 4:6447, 2014.
11. T. Hecking, I. A. Chounta, and H. U. Hoppe. Analysis of user roles and the emergence of themes in discussion forums. In Proceedings of the 2nd European Network Intelligence Conference, ENIC'15, pages 114-121. IEEE, 2015.
12. T. Hecking, I.-A. Chounta, and H. U. Hoppe. Investigating social and semantic user roles in mooc discussion forums. In Proceedings of the 6th International Conference on Learning Analytics & Knowledge, LAK'16, pages 198-207. ACM, 2016.
13. S. Joksimovic, A. Manataki, D. Gasevic, S. Dawson, V. Kovanovic, and I. F. de Kereki. Translating network position into performance: Importance of centrality in different network configurations. In Proceedings of the 6th International Conference on Learning Analytics & Knowledge, LAK'16, pages 314-323. ACM, 2016.
14. S. Kellogg, S. Booth, and K. Oliver. A social network perspective on peer supported learning in moocs for educators. The International Review of Research in Open and Distributed Learning, 15(5), 2014.
15. R. F. Kizilcec, E. Schneider, G. L. Cohen, and D. A. McFarland. Encouraging forum participation in online courses with collectivist, individualist and neutral motivational framings. Experiences and best practices in and around MOOCs, pages 17-26, 2014.
16. W. Liu, L. Kidzinski, and P. Dillenbourg. Semiautomatic annotation of mooc forum posts. In State-of-the-Art and Future Directions of Smart Learning, pages 399-408. Springer, 2016.
17. A. Loya, A. Gopal, I. Shukla, P. Jermann, and R. Tormey. Conscientious behaviour, flexibility and learning in massive open on-line courses. Procedia-Social and Behavioral Sciences, 191:519-525, 2015.
18. P. Oleksandra and D. Shane. Untangling mooc learner networks. In Proceedings of the 6th International Conference on Learning Analytics & Knowledge, LAK'16, pages 208-212. ACM, 2016.
19. D. F. Onah, J. Sinclair, R. Boyatt, and J. Foss. Massive open online courses: learner participation. In Proceeding of the 7th International Conference of Education, Research and Innovation, pages 2348-2356, 2014.
20. A. Ramesh, D. Goldwasser, B. Huang, H. Daume III, and L. Getoor. Modeling learner engagement in moocs using probabilistic soft logic. In NIPS Workshop on Data Driven Education, volume 21, page 62, 2013.
21. ∗) models for social networks. Social Networks, 29(2):173-191, 2007.
22. C. P. Rosé and O. Ferschke. Technology support for discussion based learning: From computer supported collaborative learning to the future of massive open online courses. International Journal of Artificial Intelligence in Education, 26(2):660-678, 2016.
23. L. A. Rossi and O. Gnawali. Language independent analysis and classification of discussion threads in coursera mooc forums. In Proceedings of the 15th International IEEE Conference on Information Reuse and Integration, IRI'14, pages 654-661. IEEE, 2014.
24. A. Sharif and B. Magrill. Discussion forums in moocs. International Journal of Learning, Teaching and Educational Research, 12(1), 2015.
25. M. Studer and G. Ritschard. What matters in differences between life trajectories: a comparative review of sequence dissimilarity measures. Journal of the Royal Statistical Society: Series A (Statistics in Society), 179(2):481-511, 2016.
26. S. Wasserman and K. Faust. Social Network Analysis: Methods and Applications, volume 1 of Structural analysis in the social sciences. Cambridge University Press, 1994.
27. D. J. Watts and S. H. Strogatz. Collective dynamics of 'small-worldńetworks. Nature, 393(6684):440-442, 1998.
28. A. F. Wise, Y. Cui, and J. Vytasek. Bringing order to chaos in mooc discussion forums with content-related thread identification. In Proceedings of the 6th International Conference on Learning Analytics & Knowledge, pages 188-197. ACM, 2016.
29. J.-S. Wong, B. Pursel, A. Divinsky, and B. J. Jansen. Analyzing mooc discussion forum messages to identify cognitive learning information exchanges. In Proceedings of the 78th ASIS&T Annual Meeting: Information Science with Impact: Research in and for the Community, ASIST'15, pages 23:1-23:10. American Society for Information Science, 2015.
30. D. Yang, D. Adamson, and C. P. Rosé. Question recommendation with constraints for massive open online courses. In Proceedings of the 8th ACM Conference on Recommender systems, pages 49-56. ACM, 2014.
31. D. Yang, T. Sinha, D. Adamson, and C. P. Rosé. Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses. In Proceedings of the 2013 NIPS Data-driven education workshop, volume 11, page 14, 2013.
32. J. Zhang, M. Skryabin, and X. Song. Understanding the dynamics of mooc discussion forums with simulation investigation for empirical network analysis (siena). Distance Education, 37(3):270-286, 2016.
33. S. Zheng, M. B. Rosson, P. C. Shih, and J. M. Carroll. Designing moocs as interactive places for collaborative learning. In Proceedings of the 2nd ACM Conference on Learning @ Scale, L@S'15, pages 343-346. ACM, 2015.