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Register a new userData-driven modelling and characterisation of task completion sequences in online courses
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Added by
Robert Peach
Publication date
2020
fields
Informatics Engineering
and research's language is
English
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The intrinsic temporality of learning demands the adoption of methodologies capable of exploiting time-series information. In this study we leverage the sequence data framework and show how data-driven analysis of temporal sequences of task completion in online courses can be used to characterise personal and group learners behaviors, and to identify critical tasks and course sessions in a given course design. We also introduce a recently developed probabilistic Bayesian model to learn sequence trajectories of students and predict student performance. The application of our data-driven sequence-based analyses to data from learners undertaking an on-line Business Management course reveals distinct behaviors within the cohort of learners, identifying learners or groups of learners that deviate from the nominal order expected in the course. Using course grades a posteriori, we explore differences in behavior between high and low performing learners. We find that high performing learners follow the progression between weekly sessions more regularly than low performing learners, yet within each weekly session high performing learners are less tied to the nominal task order. We then model the sequences of high and low performance students using the probablistic Bayesian model and show that we can learn engagement behaviors associated with performance. We also show that the data sequence framework can be used for task centric analysis; we identify critical junctures and differences among types of tasks within the course design. We find that non-rote learning tasks, such as interactive tasks or discussion posts, are correlated with higher performance. We discuss the application of such analytical techniques as an aid to course design, intervention, and student supervision.
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The large-scale online management systems (e.g. Moodle), online web forums (e.g. Piazza), and online homework systems (e.g. WebAssign) have been widely used in the blended courses recently. Instructors can use these systems to deliver class content and materials. Students can communicate with the classmates, share the course materials, and discuss the course questions via the online forums. With the increased use of the online systems, a large amount of students interaction data has been collected. This data can be used to analyze students learning behaviors and predict students learning outcomes. In this work, we collected students interaction data in three different blended courses. We represented the data as directed graphs and investigated the correlation between the social graph properties and students final grades. Our results showed that in all these classes, students who asked more answers and received more feedbacks on the forum tend to obtain higher grades. The significance of this work is that we can use the results to encourage students to participate more in forums to learn the class materials better; we can also build a predictive model based on the social metrics to show us low performing students early in the semester.
In a Massive Open Online Course (MOOC), predictive models of student behavior can support multiple aspects of learning, including instructor feedback and timely intervention. Ongoing courses, when the student outcomes are yet unknown, must rely on models trained from the historical data of previously offered courses. It is possible to transfer models, but they often have poor prediction performance. One reason is features that inadequately represent predictive attributes common to both courses. We present an automated transductive transfer learning approach that addresses this issue. It relies on problem-agnostic, temporal organization of the MOOC clickstream data, where, for each student, for multiple courses, a set of specific MOOC event types is expressed for each time unit. It consists of two alternative transfer methods based on representation learning with auto-encoders: a passive approach using transductive principal component analysis and an active approach that uses a correlation alignment loss term. With these methods, we investigate the transferability of dropout prediction across similar and dissimilar MOOCs and compare with known methods. Results show improved model transferability and suggest that the methods are capable of automatically learning a feature representation that expresses common predictive characteristics of MOOCs.
The widespread adoption of online courses opens opportunities for the analysis of learner behaviour and for the optimisation of web-based material adapted to observed usage. Here we introduce a mathematical framework for the analysis of time series collected from online engagement of learners, which allows the identification of clusters of learners with similar online behaviour directly from the data, i.e., the groups of learners are not pre-determined subjectively but emerge algorithmically from the analysis and the data.The method uses a dynamic time warping kernel to create a pairwise similarity between time series of learner actions, and combines it with an unsupervised multiscale graph clustering algorithm to cluster groups of learners with similar patterns of behaviour. We showcase our approach on online engagement data of adult learners taking six web-based courses as part of a post-graduate degree at Imperial Business School. Our analysis identifies clusters of learners with statistically distinct patterns of engagement, ranging from distributed to massed learning, with different levels of adherence to pre-planned course structure and/or task completion, and also revealing outlier learners with highly sporadic behaviour. A posteriori comparison with performance showed that, although the majority of low-performing learners are part of in the massed learning cluster, the high performing learners are distributed across clusters with different traits of online engagement. We also show that our methodology is able to identify low performing learners more accurately than common classification methods based on raw statistics extracted from the data.
In an increasingly polarized world, demagogues who reduce complexity down to simple arguments based on emotion are gaining in popularity. Are opinions and online discussions falling into demagoguery? In this work, we aim to provide computational tools to investigate this question and, by doing so, explore the nature and complexity of online discussions and their space of opinions, uncovering where each participant lies. More specifically, we present a modeling framework to construct latent representations of opinions in online discussions which are consistent with human judgements, as measured by online voting. If two opinions are close in the resulting latent space of opinions, it is because humans think they are similar. Our modeling framework is theoretically grounded and establishes a surprising connection between opinions and voting models and the sign-rank of a matrix. Moreover, it also provides a set of practical algorithms to both estimate the dimension of the latent space of opinions and infer where opinions expressed by the participants of an online discussion lie in this space. Experiments on a large dataset from Yahoo! News, Yahoo! Finance, Yahoo! Sports, and the Newsroom app suggest that unidimensional opinion models may often be unable to accurately represent online discussions, provide insights into human judgements and opinions, and show that our framework is able to circumvent language nuances such as sarcasm or humor by relying on human judgements instead of textual analysis.
Online hate is a growing concern on many social media platforms and other sites. To combat it, technology companies are increasingly identifying and sanctioning `hateful users rather than simply moderating hateful content. Yet, most research in online hate detection to date has focused on hateful content. This paper examines how fairer and more accurate hateful user detection systems can be developed by incorporating social network information through geometric deep learning. Geometric deep learning dynamically learns information-rich network representations and can generalise to unseen nodes. This is essential for moving beyond manually engineered network features, which lack scalability and produce information-sparse network representations. This paper compares the accuracy of geometric deep learning with other techniques which either exclude network information or incorporate it through manual feature engineering (e.g., node2vec). It also evaluates the fairness of these techniques using the `predictive equality criteria, comparing the false positive rates on a subset of 136 African-American users with 4836 other users. Geometric deep learning produces the most accurate and fairest classifier, with an AUC score of 90.8% on the entire dataset and a false positive rate of zero among the African-American subset for the best performing model. This highlights the benefits of more effectively incorporating social network features in automated hateful user detection. Such an approach is also easily operationalized for real-world content moderation as it has an efficient and scalable design.
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