arXiv subjects

Mohammad Khalil

Publications and source records attributed to Mohammad Khalil.

41 records · Page 3Linked to original sources

arXiv2018

Learning Analytics in Massive Open Online Courses

Educational technology has obtained great importance over the last fifteen years. At present, the umbrella of educational technology incorporates multitudes of engaging online environments and fields. Learning analytics and Massive Open Online Courses (MOOCs) are two of the most relevant emerging topics in this domain. Since they are open to everyone at no cost, MOOCs excel in attracting numerous participants that can reach hundreds and hundreds of thousands. Experts from different disciplines have shown significant interest in MOOCs as the phenomenon has rapidly grown. In fact, MOOCs have been proven to scale education in disparate areas. Their benefits are crystallized in the improvement of educational outcomes, reduction of costs and accessibility expansion. Due to their unusual massiveness, the large datasets of MOOC platforms require advanced tools and methodologies for further examination. The key importance of learning analytics is reflected here. MOOCs offer diverse challenges and practices for learning analytics to tackle. In view of that, this thesis combines both fields in order to investigate further steps in the learning analytics capabilities in MOOCs. The primary research of this dissertation focuses on the integration of learning analytics in MOOCs, and thereafter looks into examining students' behavior on one side and bridging MOOC issues on the other side. The research was done on the Austrian iMooX xMOOC platform. We followed the prototyping and case studies research methodology to carry out the research questions of this dissertation. The main contributions incorporate designing a general learning analytics framework, learning analytics prototype, records of students' behavior in nearly every MOOC's variables (discussion forums, interactions in videos, self-assessment quizzes, login frequency), a cluster of student engagement...

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arXiv2016

Potential of EPUB3 for Digital Textbooks in Higher Education

The e-book market is currently in a strong upswing. This research study deals with the question which practical uses the e-book format EPUB3 offers for (higher) education. By means of a didactic content analysis, a range of interactive exercise types were developed as a result of conversations with teachers. For this purpose, a didactic and technical concept has been developed. Different kinds of exercises were prototypically implemented in an e-book. Finally, a brief overview reflects the present state of the current e-book readers. A subsequent discussion illuminates the strengths and weaknesses of the format. In summary, it can be remarked that EPUB3 is suitable for a variety of different exercises and that it is able to serve as a basic format for forthcoming digital textbooks. Furthermore the openness of EPUB3 will assist Open Learning and Teaching in a meaningful way.

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arXiv2016

Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly

Learning Analytics is an emerging field in the vast areas of Educational Technology and Technology Enhanced Learning (TEL). It provides tools and techniques that offer researchers the ability to analyze, study, and benchmark institutions, learners and teachers as well as online learning environments such as MOOCs. Massive Open Online Courses (MOOCs) are considered to be a very active and an innovative form of bringing educational content to a broad community. Due to the reasons of being free and accessible to the public, MOOCs attracted a large number of heterogeneous learners who differ in education level, gender, and age. However, there are pressing demands to adjust the quality of the hosted courses, as well as controlling the high dropout ratio and the lack of interaction. With the help of Learning Analytics, it is possible to contain such issues. In this publication, we discuss the principles of engaging Learning Analytics in MOOCs learning environments and review its potential and capabilities (the good), constraints (the bad), and fallacy analytics (the ugly) based on our experience in last years.

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arXiv2016

What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015

The area of Learning Analytics has developed enormously since the first International Conference on Learning Analytics and Knowledge (LAK) in 2011. It is a field that combines different disciplines such as computer science, statistics, psychology and pedagogy to achieve its intended objectives. The main goals illustrate in creating convenient interventions on learning as well as its environment and the final optimization about learning domain stakeholders. Because the field matures and is now adapted in diverse educational settings, we believe there is a pressing need to list its own research methods and specify its objectives and dilemmas. This paper surveys publications from Learning Analytics and Knowledge conference from 2013 to 2015 and lists the significant research areas in this sphere. We consider the method profile and classify them into seven different categories with a brief description on each. Furthermore, we show the most cited method categories using Google scholar. Finally, the authors raise the challenges and constraints that affect its ethical approach through the meta-analysis study. It is believed that this paper will help researchers to identify the common methods used in Learning Analytics, and it will assist by establishing a future forecast towards new research work taking into account the privacy and ethical issues of this strongly emerged field.

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arXiv2016

What Massive Open Online Course (MOOC) Stakeholders Can Learn From Learning Analytics?

Massive Open Online Courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC Stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrate use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions and to optimize learning with applicable and convenient interventions.

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