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Publication search results
found 64 matches
- 2018
- 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. L@S 2018: 14:1-14:4 - Jonathan Bassen, Iris Howley, Ethan Fast, John C. Mitchell, Candace Thille:
OARS: exploring instructor analytics for online learning. L@S 2018: 55:1-55:10 - Duygu Bektik:
XIPIt: updating the XIP dashboard to support educators in essay marking at higher education. L@S 2018: 38:1-38:4 - Katherine A. Brady, Gayathri Narasimham, Douglas H. Fisher:
Who downloads online content and why? L@S 2018: 41:1-41:4 - Emma Brunskill, Dawn Zimmaro, Candace Thille:
Exploring the impact of the default option on student engagement and performance in a statistics MOOC. L@S 2018: 34:1-34:4 - Milo Buwalda, Johan Jeuring, Nico Naus:
Use expert knowledge instead of data: generating hints for hour of code exercises. L@S 2018: 32:1-32:4 - Virginia L. Byrne:
Contemporary online course design recommendations to support women's cognitive development. L@S 2018: 30:1-30:4 - Ida Camacho, Ashok K. Goel:
Longitudinal trends in sentiment polarity and readability of an online masters of computer science course. L@S 2018: 21:1-21:4 - Caitlin Cassidy, Max Goldman, Robert C. Miller:
Glanceable code history: visualizing student code for better instructor feedback. L@S 2018: 22:1-22:4 - Yuqian Chai, Chi-Un Lei, Xiao Hu, Yu-Kwong Kwok:
WPSS: dropout prediction for MOOCs using course progress normalization and subset selection. L@S 2018: 29:1-29:2 - Sorathan Chaturapruek, Thomas S. Dee, Ramesh Johari, René F. Kizilcec, Mitchell L. Stevens:
How a data-driven course planning tool affects college students' GPA: evidence from two field experiments. L@S 2018: 63:1-63:10 - Binglin Chen, Matthew West, Craig B. Zilles:
How much randomization is needed to deter collaborative cheating on asynchronous exams? L@S 2018: 62:1-62:10 - Lujie Chen, Artur Dubrawski:
Accelerated apprenticeship: teaching data science problem solving skills at scale. L@S 2018: 39:1-39:4 - Penghe Chen, Yu Lu, Vincent W. Zheng, Xiyang Chen, Xiaoqing Li:
An automatic knowledge graph construction system for K-12 education. L@S 2018: 40:1-40:4 - R. Wes Crues, Nigel Bosch, Michelle Perry, Lawrence Angrave, Najmuddin Shaik, Suma Bhat:
Refocusing the lens on engagement in MOOCs. L@S 2018: 11:1-11:10 - Dan Davis, Daniel Seaton, Claudia Hauff, Geert-Jan Houben:
Toward large-scale learning design: categorizing course designs in service of supporting learning outcomes. L@S 2018: 4:1-4:10 - Anita B. Delahay, Marsha C. Lovett:
Multimedia learning principles at scale predict quiz performance. L@S 2018: 36:1-36:4 - Samuel Dodson, Ido Roll, Matthew Fong, Dongwook Yoon, Negar M. Harandi, Sidney S. Fels:
An active viewing framework for video-based learning. L@S 2018: 24:1-24:4 - Chris Edwards, Wayne Holmes, Denise Whitelock, Ale Okada:
Student trust in e-authentication. L@S 2018: 42:1-42:4 - Tomás Effenberger, Radek Pelánek:
Towards making block-based programming activities adaptive. L@S 2018: 13:1-13:4 - James Fiacco, Carolyn P. Rosé:
Towards domain general detection of transactive knowledge building behavior. L@S 2018: 8:1-8:11 - John Frens, Erin Walker, Gary Hsieh:
Supporting answerers with feedback in social Q&A. L@S 2018: 10:1-10:10 - Josh Gardner, Christopher Brooks, Juan Miguel L. Andres, Ryan Baker:
Replicating MOOC predictive models at scale. L@S 2018: 1:1-1:10 - Anatoliy A. Gruzd, Nadia Conroy:
Designing a learning analytics dashboard for twitter-facilitated teaching. L@S 2018: 46:1-46:4 - Petr Johanes:
The phoenix corps: a graphic novel for scalable online learning research. L@S 2018: 49:1-49:2 - David A. Joyner:
Squeezing the limeade: policies and workflows for scalable online degrees. L@S 2018: 53:1-53:10 - David A. Joyner:
Toward CS1 at scale: building and testing a MOOC-for-credit candidate. L@S 2018: 59:1-59:10 - Eunice Jun, Morelle Arian, Katharina Reinecke:
The potential for scientific outreach and learning in mechanical turk experiments. L@S 2018: 3:1-3:10 - Mohammad Khalil, Paul Prinsloo, Sharon Slade:
The unbearable lightness of consent: mapping MOOC providers' response to consent. L@S 2018: 61:1-61:11 - Kandarp Khandwala, Philip J. Guo:
Codemotion: expanding the design space of learner interactions with computer programming tutorial videos. L@S 2018: 57:1-57:10
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