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Discourse analysis to improve the effective engagement of MOOC videos

Authors:

Thushari Atapattu,

Katrina FalknerAuthors Info & Claims

LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge Conference

Pages 580 - 581

https://doi.org/10.1145/3027385.3029470

Published: 13 March 2017 Publication History

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Abstract

Lecture videos are amongst the most commonly used instructional methods in present Massive Open Online Courses (MOOCs). As the main form of instruction, students' engagement behaviour with MOOC videos directly impacts the students' success or failure. This research focuses on an in-depth analysis of 1.5 million video interactions (e.g. pause, seek video) of a Programming MOOC. Our video-by-video analysis explores the rationale behind the time-wise variation of video interactions. We aim to analyse discourse features (e.g. syntactic simplicity of text, and speaking rate) and their correlation with the video interaction patterns. This paper presents preliminary results and educational video design implications.

References

[1]

Breslow, L. B. et al. 2013. Studying Learning in the Worldwide Classroom: Research into edX's First MOOC. Research & Practice in Assessment. 8, 13--25.

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[2]

Li, N., Ł. Kidziński, P. Jermann and P. Dillenbourg. 2015. MOOC Video Interaction Patterns: What Do They Tell Us? Design for Teaching and Learning in a Networked World. Lecture Notes in Computer Science, 9307

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[3]

Kim, J., P. J. Guo, D. T. Seaton, P. Mitros, K. Z. Gajos and R. C. Miller. 2014a. Understanding in-video dropouts and interaction peaks in online lecture videos. In Proceedings of the First ACM Conference on Learning @ Scale.

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[4]

Kim, J., K. Z. Gajos, S. Li, R. C. Miller and C. J. Cai. 2014b. Leveraging video interaction data and content analysis to improve video learning. In CHI 2014 Workshop on Learning Innovation at Scale.

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McNamara, D. S. A. C. Graesser, P. M. McCarthy and Z. Cai. 2014. Automated Evaluation of Text and Discourse with Coh-Metrix. Cambridge University Press, Cambridge, M.A.

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Cited By

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Yu X(2024)Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary VariationChinese Journal of Applied Linguistics10.1515/CJAL-2024-020847:2(309-331)Online publication date: 3-Jul-2024
https://doi.org/10.1515/CJAL-2024-0208
Ratnasari WChou THuang C(2024)From hype to reality: the changing landscape of MOOC researchLibrary Hi Tech10.1108/LHT-07-2023-0320Online publication date: 18-Jan-2024
https://doi.org/10.1108/LHT-07-2023-0320
Khalil MTopali POrtega-Arranz AEr EAkçapınar GBelokrys G(2023)Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning ContextsTechnology, Knowledge and Learning10.1007/s10758-023-09680-829:4(1877-1905)Online publication date: 18-Aug-2023
https://doi.org/10.1007/s10758-023-09680-8
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Index Terms

Discourse analysis to improve the effective engagement of MOOC videos
1. Applied computing
  1. Education
    1. Distance learning

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Published In

LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge Conference

March 2017

631 pages

ISBN:9781450348706

DOI:10.1145/3027385

General Chairs:
Alyssa Wise
New York University, USA
,
Phillip H. Winne
Simon Fraser University, Canada
,
Grace Lynch
Society for Learning Analytics Research
,
Program Chairs:
Xavier Ochoa
Escuela Superior Politecnica del Litoral, Ecuador
,
Inge Molenaar
Radboud University, The Netherlands
,
Shane Dawson
University of South Australia, Australia
,
Publications Chair:
Marek Hatala
Simon Fraser University, Canada

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

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Published: 13 March 2017

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LAK '17

LAK '17: 7th International Learning Analytics and Knowledge Conference

March 13 - 17, 2017

British Columbia, Vancouver, Canada

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LAK '17 Paper Acceptance Rate 36 of 114 submissions, 32%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Yu X(2024)Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary VariationChinese Journal of Applied Linguistics10.1515/CJAL-2024-020847:2(309-331)Online publication date: 3-Jul-2024
https://doi.org/10.1515/CJAL-2024-0208
Ratnasari WChou THuang C(2024)From hype to reality: the changing landscape of MOOC researchLibrary Hi Tech10.1108/LHT-07-2023-0320Online publication date: 18-Jan-2024
https://doi.org/10.1108/LHT-07-2023-0320
Khalil MTopali POrtega-Arranz AEr EAkçapınar GBelokrys G(2023)Video Analytics in Digital Learning Environments: Exploring Student Behaviour Across Different Learning ContextsTechnology, Knowledge and Learning10.1007/s10758-023-09680-829:4(1877-1905)Online publication date: 18-Aug-2023
https://doi.org/10.1007/s10758-023-09680-8
Falkner NVivian RFalkner KAjanovski VLiebe CMorrison AParker MGiannakos MSindre GLuxton-Reilly ADivitini M(2020)Meaningful Assessment at Scale: Helping Instructors to Assess Online LearningProceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education10.1145/3341525.3394993(512-513)Online publication date: 15-Jun-2020
https://dl.acm.org/doi/10.1145/3341525.3394993

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Recommendations

Effects of In-Video Quizzes on MOOC Lecture Viewing

Towards an educational design pattern language to support the development of open educational resources in videos for the MOOC context

The Changing Patterns of MOOC Discourse

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