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5th L@S 2018: London, UK
- Rose Luckin, Scott R. Klemmer, Kenneth R. Koedinger:
Proceedings of the Fifth Annual ACM Conference on Learning at Scale, London, UK, June 26-28, 2018. ACM 2018 - Josh Gardner, Christopher Brooks, Juan Miguel L. Andres, Ryan Baker:
Replicating MOOC predictive models at scale. 1:1-1:10 - Sean Kross
, Philip J. Guo:
Students, systems, and interactions: synthesizing the first four years of learning@scale and charting the future. 2:1-2:10 - Eunice Jun, Morelle Arian, Katharina Reinecke:
The potential for scientific outreach and learning in mechanical turk experiments. 3:1-3:10 - Dan Davis, Daniel Seaton, Claudia Hauff, Geert-Jan Houben:
Toward large-scale learning design: categorizing course designs in service of supporting learning outcomes. 4:1-4:10 - Chun-Kit Yeung, Dit-Yan Yeung:
Addressing two problems in deep knowledge tracing via prediction-consistent regularization. 5:1-5:10 - Yigal Rosen, Ilia Rushkin, Rob Rubin, Liberty Munson, Andrew M. Ang, Gregory Weber, Glenn Lopez, Dustin Tingley:
The effects of adaptive learning in a massive open online course on learners' skill development. 6:1-6:8 - Zichao Wang, Andrew S. Lan, Weili Nie, Andrew E. Waters, Phillip J. Grimaldi, Richard G. Baraniuk:
QG-net: a data-driven question generation model for educational content. 7:1-7:10 - James Fiacco, Carolyn P. Rosé
Towards domain general detection of transactive knowledge building behavior. 8:1-8:11 - Vineet Pandey, Justine W. Debelius, Embriette R. Hyde, Tomasz Kosciólek
Docent: transforming personal intuitions to scientific hypotheses through content learning and process training. 9:1-9:10 - John Frens, Erin Walker, Gary Hsieh:
Supporting answerers with feedback in social Q&A. 10:1-10:10 - R. Wes Crues, Nigel Bosch
Refocusing the lens on engagement in MOOCs. 11:1-11:10 - Haiying Li, Janice D. Gobert, Rachel Dickler:
The relationship between scientific explanations and the proficiencies of content, inquiry, and writing. 12:1-12:10 - Tomás Effenberger, Radek Pelánek:
Towards making block-based programming activities adaptive. 13:1-13:4 - Vincent Aleven, Jonathan Sewall, Juan Miguel L. Andres, Robert A. Sottilare, Rodney A. Long, Ryan Baker:
Towards adapting to learners at scale: integrating MOOC and intelligent tutoring frameworks. 14:1-14:4 - Tong Mu, Shuhan Wang, Erik Andersen, Emma Brunskill:
Combining adaptivity with progression ordering for intelligent tutoring systems. 15:1-15:4 - Sean Murthy, Andrew Figueroa, Steven Rollo:
Toward a large-scale open learning system for data management. 16:1-16:4 - Alyssa Napier, Elizabeth Huttner-Loan, Justin Reich:
From online learning to offline action: using MOOCs for job-embedded teacher professional development. 17:1-17:4 - Radek Pelánek:
Exploring the utility of response times and wrong answers for adaptive learning. 18:1-18:4 - Radek Pelánek, Tomás Effenberger, Matej Vanek, Vojtech Sassmann, Dominik Gmiterko:
Measuring item similarity in introductory programming. 19:1-19:4 - Lin Ling
Pilot study on optimal task scheduling in learning. 20:1-20:4 - Ida Camacho, Ashok K. Goel:
Longitudinal trends in sentiment polarity and readability of an online masters of computer science course. 21:1-21:4 - Caitlin Cassidy, Max Goldman, Robert C. Miller:
Glanceable code history: visualizing student code for better instructor feedback. 22:1-22:4 - Chee Wee Leong, Lei Liu, Rutuja Ubale, Lei Chen:
Toward large-scale automated scoring of scientific visual models. 23:1-23:4 - Samuel Dodson
An active viewing framework for video-based learning. 24:1-24:4 - Vivek K. Singh, Balaji Padmanabhan, Triparna de Vreede, Gert-Jan de Vreede
A content engagement score for online learning platforms. 25:1-25:4 - Y. Alex Kolchinski, Sherry Ruan, Dan Schwartz, Emma Brunskill:
Adaptive natural-language targeting for student feedback. 26:1-26:4 - Shuaiguo Wang, Youjie Chen:
Rain classroom: a tool for blended learning with MOOCs. 27:1-27:2 - Farshida Zafar, Jacqueline Wong
Gamifying higher education: enhancing learning with mobile game app. 28:1-28:2 - Yuqian Chai, Chi-Un Lei
WPSS: dropout prediction for MOOCs using course progress normalization and subset selection. 29:1-29:2 - Virginia L. Byrne
Contemporary online course design recommendations to support women's cognitive development. 30:1-30:4 - Chen Sun, Fan Xia, Ye Wang, Yan Liu, Weining Qian, Aoying Zhou:
A deep learning model for automatic evaluation of academic engagement. 31:1-31:4 - Milo Buwalda, Johan Jeuring, Nico Naus
Use expert knowledge instead of data: generating hints for hour of code exercises. 32:1-32:4 - Brent Morgan, Andrew J. Hampton, Zhiqiang Cai, Andrew Tackett, Lijia Wang, Xiangen Hu, Arthur C. Graesser:
Electronixtutor integrates multiple learning resources to teach electronics on the web. 33:1-33:2 - Emma Brunskill, Dawn Zimmaro, Candace Thille:
Exploring the impact of the default option on student engagement and performance in a statistics MOOC. 34:1-34:4 - Matthew Montebello, Petrilson Pinheiro, Bill Cope, Mary Kalantzis, Tabassum Amina, Duane Searsmith, Dungyun Cao:
The impact of the peer review process evolution on learner performance in e-learning environments. 35:1-35:3 - Anita B. Delahay
Multimedia learning principles at scale predict quiz performance. 36:1-36:4 - Viktoria Pammer-Schindler
Virtualizing face-2-face trainings for training senior professionals: a comparative case study on financial auditors. 37:1-37:4 - Duygu Bektik
XIPIt: updating the XIP dashboard to support educators in essay marking at higher education. 38:1-38:4 - Lujie Chen, Artur Dubrawski:
Accelerated apprenticeship: teaching data science problem solving skills at scale. 39:1-39:4 - Penghe Chen, Yu Lu
An automatic knowledge graph construction system for K-12 education. 40:1-40:4 - Katherine A. Brady, Gayathri Narasimham, Douglas H. Fisher:
Who downloads online content and why? 41:1-41:4 - Chris Edwards
Student trust in e-authentication. 42:1-42:4 - Shimin Zhang:
Information overload and online collaborative learning: insights from agent-based modeling. 43:1-43:2 - Renzhe Yu
Representing and predicting student navigational pathways in online college courses. 44:1-44:4 - Rémi Sharrock
WebLinux: a scalable in-browser and client-side Linux and IDE. 45:1-45:2 - Anatoliy A. Gruzd, Nadia Conroy:
Designing a learning analytics dashboard for twitter-facilitated teaching. 46:1-46:4 - Thomas Staubitz
Team based assignments in MOOCs: results and observations. 47:1-47:4 - Vita Lampietti, Anindya Roy, Sheryl Barnes:
Managing and analyzing student learning data: a python-based solution for edX. 48:1-48:2 - Petr Johanes:
The phoenix corps: a graphic novel for scalable online learning research. 49:1-49:2 - Avneesh Sarwate, Creston Brunch, Jason Freeman
Grading at scale in earsketch. 50:1-50:4 - Patrick McAndrew
Transformative approaches in distance online education: aligning evidence to influence the design of teaching at scale. 51:1-51:4 - Eran Yogev, Kobi Gal
Classifying and visualizing students' cognitive engagement in course readings. 52:1-52:10 - David A. Joyner:
Squeezing the limeade: policies and workflows for scalable online degrees. 53:1-53:10 - Paul Laskowski, Sergey Karayev, Marti A. Hearst:
How do professors format exams?: an analysis of question variety at scale. 54:1-54:10 - Jonathan Bassen, Iris Howley, Ethan Fast, John C. Mitchell, Candace Thille:
OARS: exploring instructor analytics for online learning. 55:1-55:10 - Kristine Lund, Bodong Chen
The potential of interdisciplinary in MOOC research: how do education and computer science intersect? 56:1-56:10 - Kandarp Khandwala, Philip J. Guo:
Codemotion: expanding the design space of learner interactions with computer programming tutorial videos. 57:1-57:10 - Jungkook Park, Yeong Hoon Park, Jinhan Kim, Jeongmin Cha, Suin Kim, Alice Oh:
Elicast: embedding interactive exercises in instructional programming screencasts. 58:1-58:10 - David A. Joyner:
Toward CS1 at scale: building and testing a MOOC-for-credit candidate. 59:1-59:10 - Ralf Teusner
Effects of automated interventions in programming assignments: evidence from a field experiment. 60:1-60:10 - Mohammad Khalil
The unbearable lightness of consent: mapping MOOC providers' response to consent. 61:1-61:11 - Binglin Chen, Matthew West
How much randomization is needed to deter collaborative cheating on asynchronous exams? 62:1-62:10 - Sorathan Chaturapruek, Thomas S. Dee
How a data-driven course planning tool affects college students' GPA: evidence from two field experiments. 63:1-63:10
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last updated on 2024-11-22 19:47 CET by the dblp team
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