A Comprehensive Review of Dropout Prediction Methods Based on Multivariate Analysed Features of MOOC Platforms

Multimodal Technologies and Interaction, Год журнала: 2025, Номер 9(1), С. 3 - 3

Опубликована: Янв. 7, 2025

Massive open online courses have revolutionised the learning environment, but their effectiveness is undermined by low completion rates. Traditional dropout prediction models in MOOCs often overlook complex factors like temporal dependencies and context-specific variables. These are not adaptive enough to manage dynamic nature of MOOC environments, resulting inaccurate predictions ineffective interventions. Accordingly, require more sophisticated artificial intelligence that can address these limitations. Moreover, incorporating feature selection methods explainable AI techniques enhance interpretability models, making them actionable for educators course designers. This paper provides a comprehensive review various methodologies, focusing on strategies research gaps. It highlights growing environment potential technology-driven gains outcome accuracy. also discusses use advanced based machine learning, deep meta-heuristics approaches improve rates, optimise outcomes, provide personalised educational experiences.

Язык: Английский

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AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment

European Journal of Education, Год журнала: 2024, Номер unknown

Опубликована: Окт. 23, 2024

ABSTRACT This study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate effects of teacher and technical support (TCHS) on learners' willingness communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering mediating literacy (AIL) enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that (TEAS) exerts direct influence WTC, whereas TCHS does not. The also revealed AIL FLE significantly mediate relationship between learners’ WTC. findings underscore pivotal role cognitive affective factors, emphasising substantial impact TEAS value nurturing languages. research offers strategic implications for educational practitioners policymakers, advocating integration innovative technologies fostering sustainable growth education.

Язык: Английский

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Language learners’ surface, deep, and organizing approaches to ChatGPT-assisted language learning: What contextual, individual, and ChatGPT-related factors contribute?

Smart Learning Environments, Год журнала: 2025, Номер 12(1)

Опубликована: Фев. 6, 2025

Abstract Researchers have significantly explored language learners' attitudes toward ChatGPT through the lens of technology acceptance models, particularly with its development and integration into computer-assisted learning (CALL). However, further research in this area is necessary to apply a theoretical framework pedagogical-oriented perspective. Therefore, study, researchers utilized students' approaches environment (SAL) extended it by incorporating multilevel perspective that encompasses contextual, individual, ChatGPT-related factors. Accordingly, integrated their syllabus guided learners three universities Ardabil City use during academic year 2023–2024. In end, 214 participants answered study questionnaire. The result partial least squares modeling (PLS-SEM), Importance performance map analysis (IPMA) showed leadership, where university executive provides atmosphere for norms integration, could shape learners’ organizing approach using daily schedule. Additionally, personalization anthropomorphism were among significant factors shaped deep as source meaningful, cross-referenced CALL tool. low feedback reliability, privacy concerns, ChatGPT's perceived value contributed surface minimizing ChaGPT-related factor. On basis these findings, introduces new conceptual artificial intelligence (AILL) suggests leadership should be promoted at macro-contextual level might cover other micro-contextual, personal, factors, including price-value, personalization, motivation, which are important elements CHAGPTALL.

Язык: Английский

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Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC)

Computers in Human Behavior Reports, Год журнала: 2025, Номер 17, С. 100593 - 100593

Опубликована: Фев. 8, 2025

Язык: Английский

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Ecological network analysis of attention flow in online learning: Insights into knowledge acquisition and dropout behaviors

Information Processing & Management, Год журнала: 2025, Номер 62(5), С. 104163 - 104163

Опубликована: Апрель 9, 2025

Язык: Английский

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The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

Smart Learning Environments, Год журнала: 2024, Номер 11(1)

Опубликована: Май 14, 2024

Abstract While massive open online courses (MOOCs) promise to democratise access education, the literature reveals a nuanced understanding of engagement in these settings, especially resource-constrained environments. Blended MOOCs combine and physical classroom settings contents instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored context developing countries. The MOOC at University Cape Coast (UCC), Ghana, deals with third-party as educational resources (OERs) integrated campus-based courses. UCC students have been using such since 2016, when all level 100 were mandated enrol course entitled Information Technology Skills (ITS101). ITS101 is aligned platform called Alison an OER. Students' key their continued use satisfaction learning, MOOCs. However, among e-learning modes, students' lowest leading high dropout rates. are one techniques recommended reverse undesirability including engagement. few studies conducted university sub-Saharan Africa OERs. Thus, paper aims measure student revised Community Inquiry for country. rationale determine whether factors affect positively or negatively. A two-stage cluster sampling technique was used participants study. list classes offered obtained from staff's mailing list. In first stage, academic levels (100, 200, 300 800) randomly selected strata lottery technique. second another simple random selection within each level. All then included Partial Least Squares Structural Equation Modelling validate model predictive relationships existing four presences (cognitive, social teaching) Results structural analysis proved statistically significant relationship constructs model. Learning presence had most effect it should be community inquiry.

Язык: Английский

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A pathway from surface to deep online language learning approach: The crucial role of online self-regulation

Acta Psychologica, Год журнала: 2024, Номер 251, С. 104644 - 104644

Опубликована: Ноя. 1, 2024

Students' approaches to online technologies (SAOLT) have garnered significant support among scholars from a variety of fields, particularly in the field science, technology, engineering, and mathematics education (STEM). The humanistic needs explore learners' target learning contexts, especially fields computer-assisted language (CALL) psycholinguistics. To fill this gap, researchers explored 686 Iranian high school EFL (OLL) with regard their pedagogical, technical, peer support, as well mediation role self-regulation. partial least squares modeling approach's (PLS-SEM) reflective analysis validated factorial structure conceptual study framework secondary education. formative model found that instructional positively impacted deep surface learning, thereby maximizing minimizing presence meaningful learning. Furthermore, revealed moderating influence self-regulation, which shifted correlations relating both perceived only approach. Consequently, has pedagogical implications it introduces new CALL psycholinguistic domains, specifically incorporating psychological factor related complex dynamic systems, known Language Learners' Approaches Online Learning (OLLA). do so, suggested instructors should design more practical activities for theoretical subjects such English shift teaching teacher-centered peer-centered so foster approach

Язык: Английский

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Redes comunicativas universitarias sNOOC por la educación mediática de la tercera edad

Texto Livre Linguagem e Tecnologia, Год журнала: 2025, Номер 18

Опубликована: Янв. 1, 2025

Resumen Los Nano Open Online Massive (NOOC) representan una modalidad formativa de corta duración, análoga a los MOOC. Sin embargo, se caracterizan por mayor especialización y brevedad, típicamente 20 horas. El proyecto objeto esta investigación aplicada, denominado socialNOOC (sNOOC), busca potenciar el empoderamiento del alumnado en su rol e-teacher evaluar impacto labor la educación mediática inclusiva población tercera edad España. La iniciativa, coordinada 79 estudiantes posgrado UNED (España), fundamenta formativo basado pedagogías inclusivas que integra recursos generados con Inteligencia Artificial Metaverso. análisis ha incorporado enfoques cuantitativos, examinando las interacciones plataforma distancia (EAD) donde desarrollaron sNOOC, así como cualitativos, través observación virtual 8 cursos masivos, producciones aprendizaje evaluación un grupo interdisciplinario 22 docentes innovación educativa España Ecuador. resultados evidencian e interacción redes comunicativas sNOOC han incrementado tanto compromiso proyecto, satisfacción derivada experiencia colaborativa.

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MOOC learners’ perspectives of the effects of self-regulated learning strategy intervention on their self-regulation and speaking performance

Cogent Education, Год журнала: 2024, Номер 11(1)

Опубликована: Июль 26, 2024

The ability to self-regulate learning in Massive Open Online Courses (MOOCs) plays a crucial role the success of learners. Previous studies indicated positive impact self-regulated (SRL) strategies on students' behaviours and academic outcomes massive open online courses (MOOCs), yet empirical an SRL strategy intervention during their MOOCs these are still scarce. purpose this study was investigate skills explore perspectives after being taught MOOCs. designed as convergent parallel mixed methods approach which quantitative phase employed pre- post-questionnaire surveys assess abilities before intervention, while semi-structured interviews were used qualitative address effectiveness treatment. SPSS 25 run analyse data from surveys, thematic analysis for data. results increase goal-setting environmental structuring abilities, whereas underscored importance

Язык: Английский

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Investigating EFL students’ perceived values of online cooperative learning in MOOCs

Contemporary Educational Technology, Год журнала: 2024, Номер 17(1), С. ep552 - ep552

Опубликована: Дек. 12, 2024

In the rapidly evolving landscape of online education, understanding what drives student satisfaction is crucial for designing effective learning experiences. The study examines factors influencing English as a foreign language (EFL) students’ with cooperative (CL) in massive open courses (MOOCs). Employing mixed-methods approach, research investigates how different aspects CL contribute to and identifies challenges students face such environments. Quantitative data were gathered from 374 through structured survey, while qualitative insights derived semi-structured interviews 16 participants. findings suggest that enhances academic performance, engagement, social interaction among students. However, barriers, unequal participation, technological issues also highlighted. emphasizes importance clear task assignments, leadership, collaboration mitigate these challenges. underscores need further exploration into nuanced experiences EFL MOOCs, particularly concerning cultural linguistic may influence their outcomes. These broader can be optimized education settings enhance satisfaction.

Язык: Английский

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