Abstract:
Massive Open Online Courses (MOOCs) trade deep and intimate tutor-tutee interactions for large-scale coverage of educational lectures. Therefore, a proper length of stude...Show MoreMetadata
Abstract:
Massive Open Online Courses (MOOCs) trade deep and intimate tutor-tutee interactions for large-scale coverage of educational lectures. Therefore, a proper length of student-assistant discussion is particularly precious both for the questioner and the observers in MOOC communities. To investigate the concept conveying characteristics of long and short discussions, this paper collected 32 student-assistant discussion transcripts in MOOC communities. Each discussion thread was randomly chosen in one course. Besides, 32 questions-and-answers (Q&A) transcripts in different science lectures and 31 Q&A transcripts in different press briefings were collected as comparison groups. The nouns in these transcripts were extracted as concepts, and the concept conveying procedure was modelled into a directed graph. We found that if an assistant would like to prolong the discussion in MOOC communities, he or she needs to retain concepts closely connected like political spokesmen on press briefings, and apply properly deep concepts like senior scientists on science lectures.
Published in: 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Date of Conference: 04-07 December 2018
Date Added to IEEE Xplore: 17 January 2019
ISBN Information: