Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

Wu, Bing

doi:10.1007/s10639-020-10412-z

Cited by 36 publications

(20 citation statements)

References 25 publications

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“…Furthermore, VIF (Variance Inflation Factor) is the ratio of the variance when multicollinearity is present and absent between the explanatory variables, with the linear relationship being analyzed among all the independent factors (B. Wu, 2021). This proved that the VIF value was preferable, accepted, and strongly collinear with < 5 and 10, and > 10, respectively.…”

Section: Collinearity Testmentioning

confidence: 99%

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Zhou

Wijaya

2022

Front. Psychol.

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Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas.

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Section: Collinearity Testmentioning

confidence: 99%

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Zhou

Wijaya

2022

Front. Psychol.

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“…It is most important to afford learners opportunities to interact purposefully with teachers, and improving the quality of learner interaction is crucial to fostering profound learning [ 12 ]. Interaction is an important way for learners to communicate and share information, and a key factor in the quality of online learning [ 13 ].…”

Section: Literature Review and Research Questionsmentioning

confidence: 99%

COVID-19’s impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis

et al. 2022

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The COVID-19 outbreak brought online learning to the forefront of education. Scholars have conducted many studies on online learning during the pandemic, but only a few have performed quantitative comparative analyses of students’ online learning behavior before and after the outbreak. We collected review data from China’s massive open online course platform called icourse.163 and performed social network analysis on 15 courses to explore courses’ interaction characteristics before, during, and after the COVID-19 pan-demic. Specifically, we focused on the following aspects: (1) variations in the scale of online learning amid COVID-19; (2a) the characteristics of online learning interaction during the pandemic; (2b) the characteristics of online learning interaction after the pandemic; and (3) differences in the interaction characteristics of social science courses and natural science courses. Results revealed that only a small number of courses witnessed an uptick in online interaction, suggesting that the pandemic’s role in promoting the scale of courses was not significant. During the pandemic, online learning interaction became more frequent among course network members whose interaction scale increased. After the pandemic, although the scale of interaction declined, online learning interaction became more effective. The scale and level of interaction in Electrodynamics (a natural science course) and Economics (a social science course) both rose during the pan-demic. However, long after the pandemic, the Economics course sustained online interaction whereas interaction in the Electrodynamics course steadily declined. This discrepancy could be due to the unique characteristics of natural science courses and social science courses.

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“…The main problem of this paper is the lack of personalized tutoring in online education platforms. The proposed educational solution is the intelligent tutoring system (ITS) [3]. The ITS is an ideal form of intelligent one-toone teaching by simulating a human teacher and is a typical application of AI technology in education.…”

Section: Introductionmentioning

confidence: 99%

Building an Open Sharing Platform for ELT Courses: The Example of MOOC Network

Li¹,

Zhang²

2022

Advances in Multimedia

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English language teaching (ELT) has become an essential and indispensable part of primary education in today’s increasingly frequent international exchanges, and MOOC, as a massive online teaching model integrating content and learning support services, is leading a pedagogical transformation, providing a historic opportunity to build an open sharing platform for ELT. However, developing an open sharing platform around MOOC networks is still challenging, especially for English courses, where various course designs significantly increase the difficulty of tracking students’ learning status. Therefore, we introduce RNN-based sequence-to-sequence knowledge tracing models as the software foundation of the shared platform. The transformer model is further chosen to simulate students’ historical learning trajectories to solve the problem of long-term dependency in traditional models. The research results have important theoretical and practical implications for building an open sharing platform for ELT courses.

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Influence of MOOC learners discussion forum social interactions on online reviews of MOOC

Cited by 36 publications

References 25 publications

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

COVID-19’s impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis

Building an Open Sharing Platform for ELT Courses: The Example of MOOC Network

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