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Conference Paper: Advancing MOOC and SPOC development via a learner decision journey analytic framework

TitleAdvancing MOOC and SPOC development via a learner decision journey analytic framework
Authors
KeywordsCurriculum Design
E-learning
Learner Decision Journey
Learning Analytics
Massive Open Online Course
MOOC
Sentiment Analysis
Small Private Online Courses
SPOC
Issue Date2015
PublisherIEEE.
Citation
The 4th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2015), Zhuhai, China, 10-12 December 2015. In Conference Proceedings, 2015, p. 149-156 How to Cite?
AbstractRecently, the rise of Massive Open Online Courses (MOOCs) and Small Private Online Courses (SPOCs) have reshaped the scope of education. In these online learning environments, learners have control over their learning process and actively 'pull' information that are helpful to them. This makes the educational process primarily learner-driven. Learning analytics and pedagogies have been proposed to actively engage learners, to provide suitable learning environment and to empower learners to learn. However, existing frameworks are not holistic and fail to capture all learner contact points within and outside the course. In this manuscript, a Learner Decision Journey framework is proposed for analyzing MOOC/SPOC development and in particular, for understanding the circular learning process in MOOCs, to generate further insights for course improvements. A case study of analyzing post-learning experiences in a MOOC is used to illustrate how the proposed framework can be used in practice. The proposed framework can be generalized to study activities in all stages of the Learning Decision Journey to provide a holistic analysis of MOOC/SPOC development. © 2015 IEEE.
Persistent Identifierhttp://hdl.handle.net/10722/231574
ISBN

 

DC FieldValueLanguage
dc.contributor.authorLei, CU-
dc.contributor.authorHou, X-
dc.contributor.authorKwok, TO-
dc.contributor.authorChan, TSF-
dc.contributor.authorLee, J-
dc.contributor.authorOh, YJE-
dc.contributor.authorGonda, DEV-
dc.contributor.authorAu Yeung, YC-
dc.contributor.authorLai, HY-
dc.date.accessioned2016-09-20T05:24:05Z-
dc.date.available2016-09-20T05:24:05Z-
dc.date.issued2015-
dc.identifier.citationThe 4th IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2015), Zhuhai, China, 10-12 December 2015. In Conference Proceedings, 2015, p. 149-156-
dc.identifier.isbn978-146739226-6-
dc.identifier.urihttp://hdl.handle.net/10722/231574-
dc.description.abstractRecently, the rise of Massive Open Online Courses (MOOCs) and Small Private Online Courses (SPOCs) have reshaped the scope of education. In these online learning environments, learners have control over their learning process and actively 'pull' information that are helpful to them. This makes the educational process primarily learner-driven. Learning analytics and pedagogies have been proposed to actively engage learners, to provide suitable learning environment and to empower learners to learn. However, existing frameworks are not holistic and fail to capture all learner contact points within and outside the course. In this manuscript, a Learner Decision Journey framework is proposed for analyzing MOOC/SPOC development and in particular, for understanding the circular learning process in MOOCs, to generate further insights for course improvements. A case study of analyzing post-learning experiences in a MOOC is used to illustrate how the proposed framework can be used in practice. The proposed framework can be generalized to study activities in all stages of the Learning Decision Journey to provide a holistic analysis of MOOC/SPOC development. © 2015 IEEE.-
dc.languageeng-
dc.publisherIEEE.-
dc.relation.ispartofIEEE International Conference on Teaching, Assessment, and Learning for Engineering Proceedings-
dc.rightsIEEE International Conference on Teaching, Assessment, and Learning for Engineering Proceedings. Copyright © IEEE.-
dc.rights©2015 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.-
dc.subjectCurriculum Design-
dc.subjectE-learning-
dc.subjectLearner Decision Journey-
dc.subjectLearning Analytics-
dc.subjectMassive Open Online Course-
dc.subjectMOOC-
dc.subjectSentiment Analysis-
dc.subjectSmall Private Online Courses-
dc.subjectSPOC-
dc.titleAdvancing MOOC and SPOC development via a learner decision journey analytic framework-
dc.typeConference_Paper-
dc.identifier.emailLei, CU: culei@hku.hk-
dc.identifier.emailHou, X: hxiangyu@hku.hk-
dc.identifier.emailKwok, TO: applus@hku.hk-
dc.identifier.emailChan, TSF: trudi@hku.hk-
dc.identifier.emailOh, YJE: lizhku@hku.hk-
dc.identifier.emailGonda, DEV: dgonda@hku.hk-
dc.identifier.emailAu Yeung, YC: pauyeung@hku.hk-
dc.identifier.emailLai, HY: cherry.lai@hku.hk-
dc.identifier.authorityLei, CU=rp01908-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1109/TALE.2015.7386034-
dc.identifier.scopuseid_2-s2.0-84963612054-
dc.identifier.hkuros263466-
dc.identifier.spage149-
dc.identifier.epage156-
dc.publisher.placeUnited States-
dc.customcontrol.immutablesml 161003-

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