Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

Durham University

Computer Science

Profile

Publication details for Professor Alexandra Cristea

Lei, S. & Cristea, A. I. (2018), In-depth Exploration of Engagement Patterns in MOOCs, in Hacid, Hakim, Cellary, Wojciech, Wang, Hua, Paik, Hye-Young & Zhou, Rui eds, Lecture Notes in Computer Science, volume 11234 Web Information Systems Engineering (WISE 2018). Dubai, Springer, Cham, 395-409.

Author(s) from Durham

Abstract

With the advent of ‘big data’, various new methods have been proposed, to explore data in several domains. In the domain of learning (and e-learning, in particular), the outcomes lag somewhat behind. This is not unexpected, as e-learning has the additional dimensions of learning and engagement, as well as other psychological aspects, to name but a few, beyond ‘simple’ data crunching. This means that the goals of data exploration for e-learning are somewhat different to the goals for practically all other domains: finding out what students do is not enough, it is the means to the end of supporting student learning and increasing their engagement. This paper focuses specifically on student engagement, a crucial issue especially for MOOCs, by studying in much greater detail than previous work, the engagement of students based on clustering students according to three fundamental (and, arguably, comprehensive) dimensions: learning, social and assessment. The study’s value lies also in the fact that it is among the few studies using real-world longitudinal data (6 runs of a course, over 3 years) from a large number of students.