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

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

^*Corresponding author for this work

Research Line Learning (part of LIRS program)

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › 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
Subtitle of host publication	14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings
Editors	Maren Scheffel, Julien Broisin, Viktoria Pammer-Schindler, Andri Ioannou, Jan Schneider
Place of Publication	Cham
Publisher	Springer
Chapter	17
Pages	224-235
Number of pages	11
ISBN (Electronic)	9783030297367
ISBN (Print)	9783030297350
DOIs	https://doi.org/10.1007/978-3-030-29736-7_17
Publication status	Published - 9 Sept 2019
Event	14th European Conference on Technology Enhanced Learning: Transforming Learning With Meaningful Technologies - The Leiden-Delft-Erasmus Center for Education and Learning , Delft, Netherlands Duration: 16 Sept 2019 → 19 Sept 2019 Conference number: 2019 http://www.ec-tel.eu http://www.ec-tel.eu/index.php?id=918

Publication series

Series	Lecture Notes in Computer Science
Volume	11722
ISSN	0302-9743

Conference

Conference	14th European Conference on Technology Enhanced Learning
Abbreviated title	EC-TEL 2019
Country/Territory	Netherlands
City	Delft
Period	16/09/19 → 19/09/19
Internet address	http://www.ec-tel.eu http://www.ec-tel.eu/index.php?id=918

Keywords

Intention-fulfilment
Keyness
Learning activity sequences
MOOCs
N-gram
massive open online courses

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10.1007/978-3-030-29736-7_17Licence: CC BY

Cite this

Rabin, E., Silber-Varod, V., Kalman, Y., & 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: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings (pp. 224-235). Springer. https://doi.org/10.1007/978-3-030-29736-7_17

Rabin, Eyal ; Silber-Varod, Vered ; Kalman, Yoram 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: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. editor / Maren Scheffel ; Julien Broisin ; Viktoria Pammer-Schindler ; Andri Ioannou ; Jan Schneider. Cham : Springer, 2019. pp. 224-235 (Lecture Notes in Computer Science, Vol. 11722).

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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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author = "Eyal Rabin and Vered Silber-Varod and Yoram Kalman and M. Kalz",

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address = "United States",

note = "14th European Conference on Technology Enhanced Learning : Transforming Learning With Meaningful Technologies, EC-TEL 2019 ; Conference date: 16-09-2019 Through 19-09-2019",

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Rabin, E, Silber-Varod, V, Kalman, Y & 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: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Springer, Cham, Lecture Notes in Computer Science, vol. 11722, pp. 224-235, 14th European Conference on Technology Enhanced Learning, 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 et al.
Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. ed. / Maren Scheffel; Julien Broisin; Viktoria Pammer-Schindler; Andri Ioannou; Jan Schneider. Cham: Springer, 2019. p. 224-235 (Lecture Notes in Computer Science, Vol. 11722).

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

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AU - Rabin, Eyal

AU - Silber-Varod, Vered

AU - Kalman, Yoram

AU - Kalz, M.

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N2 - 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.

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KW - N-gram

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

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SN - 9783030297350

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Rabin E, Silber-Varod V, Kalman Y, 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: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings. Cham: Springer. 2019. p. 224-235. (Lecture Notes in Computer Science, Vol. 11722). doi: 10.1007/978-3-030-29736-7_17

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

Abstract

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Keywords

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