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1. L@S 2014: Atlanta, GA, USA
- Mehran Sahami, Armando Fox, Marti A. Hearst, Michelene T. H. Chi:
First (2014) ACM Conference on Learning @ Scale, L@S 2014, Atlanta, GA, USA, March 4-5, 2014. ACM 2014, ISBN 978-1-4503-2669-8
Keynote talk
- Christopher J. Dede:
New wine in no bottles: immersive, personalized ubiquitous learning. 1-2
Student skills and behavior
- Julia Wilkowski, Amit Deutsch, Daniel M. Russell:
Student skill and goal achievement in the mapping with google MOOC. 3-10 - John Champaign, Kimberly F. Colvin, Alwina Liu, Colin Fredericks
, Daniel T. Seaton, David E. Pritchard:
Correlating skill and improvement in 2 MOOCs with a student's time on tasks. 11-20 - Philip J. Guo, Katharina Reinecke:
Demographic differences in how students navigate through MOOCs. 21-30
Course materials
- Juho Kim
Understanding in-video dropouts and interaction peaks inonline lecture videos. 31-40 - Philip J. Guo, Juho Kim, Rob Rubin:
How video production affects student engagement: an empirical study of MOOC videos. 41-50 - Eleanor O'Rourke, Christy Ballweber, Zoran Popovic:
Hint systems may negatively impact performance in educational games. 51-60
The role of the instructor
- Joseph A. Konstan
Teaching recommender systems at large scale: evaluation and lessons learned from a hybrid MOOC. 61-70 - Jonathan H. Tomkin, Donna Charlevoix:
Do professors matter?: using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes. 71-78 - Kristin Stephens-Martinez, Marti A. Hearst, Armando Fox:
Monitoring MOOCs: which information sources do instructors value? 79-88
Assessment
- Michael Brooks, Sumit Basu, Charles Jacobs, Lucy Vanderwende:
Divide and correct: using clusters to grade short answers at scale. 89-98 - Chinmay Eishan Kulkarni, Richard Socher, Michael S. Bernstein, Scott R. Klemmer:
Scaling short-answer grading by combining peer assessment with algorithmic scoring. 99-108 - Julia Wilkowski, Daniel M. Russell, Amit Deutsch:
Self-evaluation in advanced power searching and mapping with google MOOCs. 109-116
Forums and chat rooms
- Jonathan Huang, Anirban Dasgupta
Superposter behavior in MOOC forums. 117-126 - Derrick Coetzee, Armando Fox, Marti A. Hearst, Björn Hartmann:
Chatrooms in MOOCs: all talk and no action. 127-136
Panel
- Mehran Sahami, Jace Kohlmeier, Peter Norvig, Andreas Paepcke, Amin Saberi:
Panel: online learning platforms and data science. 137-138
Posters
- Jacquelin Speck, Eugene Gualtieri, Gaurav Naik, Thach Nguyen, Kevin Cheung, Larry Alexander, David Fenske:
ForumDash: analyzing online discussion forums. 139-140 - Daniel Armendariz, Zachary MacHardy, Daniel D. Garcia:
OCTAL: online course tool for adaptive learning. 141-142 - René F. Kizilcec:
Reducing non-response bias with survey reweighting: applications for online learning researchers. 143-144 - Tawanna Dillahunt, Bingxin Chen, Stephanie D. Teasley:
Model thinking: demographics and performance of mooc students unable to afford a formal education. 145-146 - Emily Schneider, René F. Kizilcec:
"Why did you enroll in this course?": developing a standardized survey question for reasons to enroll. 147-148 - Lauren E. Margulieux
Improving problem solving performance in computer-based learning environments through subgoal labels. 149-150 - Seongtaek Lim, Derrick Coetzee, Björn Hartmann, Armando Fox, Marti A. Hearst:
Initial experiences with small group discussions in MOOCs. 151-152 - Konstantinos Chorianopoulos
Open system for video learning analytics. 153-154 - Rakesh Agrawal, Behzad Golshan, Evimaria Terzi:
Forming beneficial teams of students in massive online classes. 155-156 - Arti Ramesh, Dan Goldwasser, Bert Huang, Hal Daumé III, Lise Getoor:
Uncovering hidden engagement patterns for predicting learner performance in MOOCs. 157-158 - David Xiao, Robert C. Miller:
A multiplayer online game for teaching software engineering practices. 159-160 - Julia Cambre, Chinmay Kulkarni, Michael S. Bernstein, Scott R. Klemmer:
Talkabout: small-group discussions in massive global classes. 161-162 - Kathryn Papadopoulos, Lalida Sritanyaratana, Scott R. Klemmer:
Community TAs scale high-touch learning, provide student-staff brokering, and build esprit de corps. 163-164 - Kevin Buffardi
Adaptive and social mechanisms for automated improvement of eLearning materials. 165-166 - Eileen Scanlon, Patrick McAndrew
Distance learning, OER, and MOOCs: some UK experiences. 167-168 - Jennifer DeBoer
Tracking progress: predictors of students' weekly achievement during a circuits and electronics MOOC. 169-170 - Elena L. Glassman, Rishabh Singh, Robert C. Miller:
Feature engineering for clustering student solutions. 171-172 - Kelly Miller, Sacha Zyto, David R. Karger
Improving online class forums by seeding discussions and managing section size. 173-174 - Steven Lonn, Stephanie D. Teasley:
Student explorer: a tool for supporting academic advising at scale. 175-176 - Qianxiang Wang, Wenxin Li, Tao Xie:
Educational programming systems for learning at scale. 177-178 - Andrew Cross, Balasubramanyan Ashok, Srinath Bala, Edward Cutrell, Naren Datha, Rahul Kumar, Viraj Kumar
Online learning versus blended learning: an exploratory study. 179-180 - Anvisha H. Pai, Philip J. Guo, Robert C. Miller:
Modeling programming knowledge for mentoring at scale. 181-182 - Pin-Ju Chen, Yang-Hsueh Chen:
Facilitating MOOCs learning through weekly meet-up: a case study in Taiwan. 183-184 - Casey O'Brien, Max Goldman, Robert C. Miller:
Java tutor: bootstrapping with python to learn Java. 185-186 - Arthur Asuncion, Jac de Haan, Mehryar Mohri, Kayur Patel, Afshin Rostamizadeh, Umar Syed, Lauren Wong:
Corporate learning at scale: lessons from a large online course at google. 187-188 - Jennifer Sabourin, Lucy Kosturko, Scott W. McQuiggan:
Teacher usage behaviors within an online open educational resource repository. 189-190 - Stephanie Rogers, Steven Tang, John F. Canny:
ACCE: automatic coding composition evaluator. 191-192 - Sergiy O. Nesterko, Daniel T. Seaton, Justin Reich, Joseph McIntyre, Qiuyi Han, Isaac L. Chuang, Andrew D. Ho:
Due dates in MOOCs: does stricter mean better? 193-194 - Zhengzheng Xu, Dan Goldwasser, Benjamin B. Bederson
Visual analytics of MOOCs at maryland. 195-196 - Carolyn Penstein Rosé
Social factors that contribute to attrition in MOOCs. 197-198 - Marios Kokkodis, Anitha Kannan, Krishnaram Kenthapadi:
Assigning videos to textbooks at appropriate granularity. 199-200 - Markus Krause:
A behavioral biometrics based authentication method for MOOC's that is robust against imitation attempts. 201-202 - Eni Mustafaraj:
What does enrollment in a MOOC mean? 203-204 - Shuchi Grover, Roy Pea
Promoting active learning & leveraging dashboards for curriculum assessment in an OpenEdX introductory CS course for middle school. 205-206 - Rakesh Agrawal, M. Hanif Jhaveri, Krishnaram Kenthapadi:
Evaluating educational interventions at scale. 207-208 - Vasile Rus, Dan Stefanescu, Nobal B. Niraula, Arthur C. Graesser:
DeepTutor: towards macro- and micro-adaptive conversational intelligent tutoring at scale. 209-210 - Jennifer S. Kay
The challenges of using a MOOC to introduce "absolute beginners" to programming on specialized hardware. 211-212
Demonstrations
- Bradley N. Miller
Runestone interactive: tools for creating interactive course materials. 213-214 - Stephen H. Edwards:
Work-in-progress: program grading and feedback generation with Web-CAT. 215-216 - Daniel D. Garcia, Michael Ball, Aatash Parikh:
L@S 2014 demo: best practices for MOOC video. 217-218 - Matthew Elkherj, Yoav Freund:
A system for sending the right hint at the right time. 219-220 - Nikolai Tillmann, Jonathan de Halleux, Tao Xie, Judith Bishop:
Code hunt: gamifying teaching and learning of computer science at scale. 221-222
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