Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userA survival model for course-course interactions in a Massive Open Online Course platform
48
0
0.0
(
0
)
Ask ChatGPT about the research
No Arabic abstract
Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our dataset included 378,000 users and 1,000,000 unique registration events in France Universite Numerique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students survive in a course for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a users registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time.
rate research
Read More
Interactive multimedia educational content has recently been of interest to attract attention on the learner and increase understanding by the latter. In parallel several open source authoring tools offer a quick and easy production of this type of content. As such, our contribution is to mediatize a course i.e. English with the authoring system Xerte which is intended both for simple users and developers in ActionScript. An experiment of course is conducted on a sample of a private schools students. At the end of this experience, we administered a questionnaire to evaluate the device, the results obtained, evidenced by the favorable reception of interactive multimedia integration in educational content.
We developed a novel assessment platform with untethered virtual reality, 3-dimensional sounds, and pressure sensing floor mat to help assess the walking balance and negotiation of obstacles given diverse sensory load and/or cognitive load. The platform provides an immersive 3D city-like scene with anticipated/unanticipated virtual obstacles. Participants negotiate the obstacles with perturbations of: auditory load by spatial audio, cognitive load by a memory task, and visual flow by generated by avatars movements at various amounts and speeds. A VR headset displays the scenes while providing real-time position and orientation of the participants head. A pressure-sensing walkway senses foot pressure and visualizes it in a heatmap. The system helps to assess walking balance via pressure dynamics per foot, success rate of crossing obstacles, available response time as well as head kinematics in response to obstacles and multitasking. Based on the assessment, specific balance training and fall prevention program can be prescribed.
Nanotechnology has emerged as a broad, exciting, yet ill-defined field of scientific research and technological innovation. There are important questions about the technologys potential economic, social, and environmental implications. We discuss an undergraduate course on nanoscience and nanotechnology for students from a wide range of disciplines, including the natural and social sciences, the humanities, and engineering. The course explores these questions and the broader place of technology in contemporary societies. The course is built around active learning methods and seeks to develop the students critical thinking skills, written and verbal communication abilities, and general knowledge of nanoscience and nanoengineering concepts. Continuous assessment was used to gain information about the effectiveness of class discussions and enhancement of student understanding of the interaction between nanotechnology and society.
This is a set of 288 questions written for a Moore-style course in Mathematical Logic. I have used these (or some variation) four times in a beginning graduate course. Topics covered are: propositional logic axioms of ZFC wellorderings and equivalents of AC ordinal and cardinal arithmetic first order logic, and the compactness theorem Lowenheim-Skolem theorems Turing machines, Churchs Thesis completeness theorem and first incompleteness theorem undecidable theories second incompleteness theorem
This article describes how the author successfully adapted techniques drawn from the literature on active learning for use in a graduate-level course on quantum field theory. Students completed readings and online questions ahead of each class and spent class time working through problems that required them to practice the decisions and skills typical of a theoretical physicist. The instructor monitored these activities and regularly provided timely feedback to guide their thinking. Instructor-student interactions and student enthusiasm were similar to that encountered in one-on-one discussions with advanced graduate students. Course coverage was not compromised. The teaching techniques described here are well suited to other advanced courses.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
