ﻻ يوجد ملخص باللغة العربية
In online collaborative learning environments, students create content and construct their own knowledge through complex interactions over time. To facilitate effective social learning and inclusive participation in this context, insights are needed into the correspondence between student-contributed artifacts and their subsequent popularity among peers. In this study, we represent student artifacts by their (a) contextual action logs (b) textual content, and (c) set of instructor-specified features, and use these representations to predict artifact popularity measures. Through a mixture of predictive analysis and visual exploration, we find that the neural embedding representation, learned from contextual action logs, has the strongest predictions of popularity, ahead of instructors knowledge, which includes academic value and creativity ratings. Because this representation can be learnt without extensive human labeling effort, it opens up possibilities for shaping more inclusive student interactions on the fly in collaboration with instructors and students alike.
We present a method for accurately predicting the long time popularity of online content from early measurements of user access. Using two content sharing portals, Youtube and Digg, we show that by modeling the accrual of views and votes on content o
Real world learning scenarios involve a nonstationary distribution of classes with sequential dependencies among the samples, in contrast to the standard machine learning formulation of drawing samples independently from a fixed, typically uniform di
Traditional knowledge distillation uses a two-stage training strategy to transfer knowledge from a high-capacity teacher model to a compact student model, which relies heavily on the pre-trained teacher. Recent online knowledge distillation alleviate
Programming education is becoming important as demands on computer literacy and coding skills are growing. Despite the increasing popularity of interactive online learning systems, many programming courses in schools have not changed their teaching f
In recent times, as a result of COVID-19 pandemic, higher institutions in Nigeria have been shutdown and the leadership of Academic Staff Union of University (ASUU) said that Nigerian universities cannot afford to mount Online learning platforms let