Образовательные данные и аналитика обучения на платформе МООК КазНУ им. аль-Фараби
DOI:
https://doi.org/10.26577/JMMCS-2018-3-520Ключевые слова:
МООК, анализ обучения, образовательные данные, онлайн обучение, смешанное обучениеАннотация
число новых учащихся на платформах MOOК все еще растет. Из-за низких показателей
завершения МООК по сравнению с зарегистрированными студентами, важным этапом
является установление и утверждение стандартов качества для этих курсов. Использование
образовательных данных и аналитики обучения для улучшения планов уроков и
предоставления курсов станет инновационным подходом для учителей, разработчиков
учебных программ и политики в области образования. Аналитика обучения онлайн
курсов может быть использована для улучшения образовательного процесса смешиванием
дистанционных и традиционных моделей обучения.
В данной работе представлены некоторые наблюдения о поведении слушателей курсов,
полученные путем анализа данных, накопленных при проведении 13 МООК. Результаты
показывают, что качество межличностного взаимодействия в рамках курса имеет
положительный и существенный характер для учащихся.
Библиографические ссылки
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[25] Wang Y., Baker R. Content or platform: Why do students complete MOOCs? MERLOT Journal of Online Learning and Teaching, 11(1): 17–30, (2015), accessed July 15, 2018, http://jolt.merlot.org/vol11no1/Wang_0315.pdf
[2] "Shah D. MOOC Providers Target Degreesaccessed June 15, 2018, https://www.class-central.com/report/moocwatch-16- mooc-providers-target-degrees/
[3] Shah D. "EdSurge, Monetization Over Massiveness: Breaking Down MOOCs by the Numbers in 2016", (2016).
[4] Jordan K. Initial Trends in Enrolment and Completion of Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 15(1): 133–160, (2014).
[5] O’Reilly U.-M., Veeramachaneni K. Technology for mining the big data of MOOCs. Research & Practice in Assessment, 9(2): 29—37, (2014)
[6] Jordan K. "MOOC completion rates: The Data, accessed June 15, 2018, http://www.katyjordan.com/MOOCproject.html
[7] Reich J. "MOOC Completion and Retention in the Context of Student Intent", accessed July 15, 2018, https://er.educause.edu/articles/2014/12/mooc-completion-and-retention-in-the-context-of-student-intent
[8] ChristensenG.,SteinmetzA.,etal."TheMOOCPhenomenon:WhoTakesMassiveOpenOnlineCoursesandWhy?"(2013). accessed July 15, 2018, http://dx.doi.org/10.2139/ssrn.2350964
[9] Newman J., Oh S. "8 Things You Should Know About MOOCs(2014), accessed July 15, 2018, http://www.chronicle.com/interactives/moocs_stats
[10] Onah D.F.O., Sinclair J., Boyatt R. Dropout Rates of Massive Open Online Courses: Behavioural Patterns. In: EDULEARN14 Proceedings, (2014):5825–5834, accessed July 15, 2018, https://warwick.ac.uk/fac/sci/dcs/people/research/csrmaj/daniel_onah_edulearn14.pdf
[11] Stein L.A. Casting a Wider Net, Science, 338(6113): 1422–1423, (2012)
[12] Patru M., Balaji V. Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries. Paris, UNESCO (2016), accessed July 15, 2018, http://unesdoc.unesco.org/images/0024/002451/245122E.pdf
[13] Williams J.J., Williams A. Using interventions to improve online learning. In: Proc. of the Neural Information Processing Systems, Workshop on Data Driven Education, (2013)
[14] Shi C., Fu S., et al. VisMOOC: Visualizing Video Clickstream Data from Massive Open Online Courses. IEEE Pacific Visualization Symposium, Hangzhou, China, (2015)
[15] Kennedy G., Coffrin C., et al. Predicting success: how learners’ prior knowledge, skills and activities predict MOOC performance. In: Proc. of the Fifth International Conference on Learning Analytics And Knowledge, ACM, (2015):136- 140.
[16] Kizilcec R., Piech C., Schneider E. Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In: Proc. of the Int. Conf. LAK ’13, (2013):170—179.
[17] AndersonA.,HuttenlocherD.,etal.Engagingwithmassiveonlinecourses.In: Proc. of the Int. Conf. WWW’14,(2014):687- –697.
[18] Taylor C., Veeramachaneni K., O’Reilly U.-M. "Likely to stop? Predicting stopout in massive open online coursesaccessed July 15, 2018, http://arxiv.org/abs/1408.3382
[19] "Harvard Dataverse: HarvardX-MITx Person-Course Academic Year 2013 De-Identified dataset, version 2.0(2014), accessed July 15, 2018, http://dx.doi.org/10.7910/DVN/26147
[20] Northcutt C.G., Ho A.D., Chuang I.L. "Detecting and Preventing “Multiple-Account” Cheating in Massive Open Online Courses(2015), accessed July 15, 2018, https://arxiv.org/abs/1508.05699v3
[21] "CAROL Learner Dataaccessed July 15, 2018, http://datastage.stanford.edu/
[22] Ren Zh., Rangwala H., Johri A. "Predicting Performance on MOOC Assessments using Multi-Regression Models(2016), accessed July 15, 2018, https://arxiv.org/abs/1605.02269v1
[23] "Al-Farabi KazNU’s MOOCs platformaccessed July 15, 2018, http://open.kaznu.kz
[24] Hill P. "Emerging student patterns in MOOCs: A (revised) graphical view [Blog post](2013), accessed July 15, 2018, http://mfeldstein.com/emerging-student-patterns-in-moocs-a-revised-graphical-view/
[25] Wang Y., Baker R. Content or platform: Why do students complete MOOCs? MERLOT Journal of Online Learning and Teaching, 11(1): 17–30, (2015), accessed July 15, 2018, http://jolt.merlot.org/vol11no1/Wang_0315.pdf
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Как цитировать
Alimzhanov, Y. S., & Mansurova, M. Y. (2018). Образовательные данные и аналитика обучения на платформе МООК КазНУ им. аль-Фараби. Вестник КазНУ. Серия математика, механика, информатика, 99(3), 106–115. https://doi.org/10.26577/JMMCS-2018-3-520
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