Understanding the dynamics of MOOC discussion forums with simulation investigation for empirical network analysis (SIENA)
This study attempts to make inferences about the mechanisms that drive network change over time. It adopts simulation investigation for empirical network analysis to examine the patterns and evolution of relationships formed in the context of a massive open online course (MOOC) discussion forum. Four network effects—homophily, reciprocity, transitivity, and preferential attachment—were tested to explain the dynamic mechanisms of interaction in the MOOC forum. Understanding the network dynamics of relationships will allow us to explore how to develop a robust peer-supported learning environment and in turn improve the online learning experience in MOOCs.
This book highlights cutting-edge research in the field of network science, offering scientists, researchers, students and practitioners a unique update on the latest advances in theory, together with a wealth of applications. It presents the peer-reviewed proceedings of the VII International Conference on Complex Networks and their Applications (COMPLEX NETWORKS 2018), which was held in Cambridge on December 11–13, 2018. The carefully selected papers cover a wide range of theoretical topics such as network models and measures; community structure and network dynamics; diffusion, epidemics and spreading processes; and resilience and control; as well as all the main network applications, including social and political networks; networks in finance and economics; biological and neuroscience networks; and technological networks.
This study investigates main problems of automation and optimization of educational processes with the help of BPMS and Big Data. The questions concerning process modeling are raised, particularly related to the integration of process-oriented and business analysis systems. The main goal of study is to find possible new way to implement the ideas of metadata integrity, closed-loop process controls, data storage adapters and hidden processes discovery. These ideas are proven to be necessarily implemented in the new complex type of information systems and the corresponding methodology. The new structure for this type of systems is introduced with brief explanations of solutions and methodologies chosen for the task. The concept of process repositories, which could be found in previous works, is developed: process repositories are shown as the basis to create standardized interoperable components for the global educational information system. The working prototype partially implementing the concept is demonstrated in the case of online learning resources usage. The prototype describes the key aspects: metadata descriptions, data gathering and process mining. This leads to real prototype implementations of all elements introduced as the part of complex theoretical structure. The study proposes means to improve prototype and build the complete system out of it. In conclusion, the examples of working applications based on the idea are listed. The new complex structure, methodology description and working prototypes are the results of this study
Electronic support of higher education is a popular trend in distance education, but classroom studies lack information support and therefore depreciate comparing to MOOC versions, having advantages in real-life workshops and possibility of personal contact with teacher and other students.
This paper describes educational experiment in convergence of educational models conducted at MIEM NRU HSE in 2013 and the factors that made it possible and allow for wide implementation in the universities.
This article describes an approach to assessment of assignments in online course “Computer Graphics” and in-class course “Video Technologies” held on MOOC platform Stepic and self-made platform for evaluation of graphical assignments for editing, encoding and composing video. This approach is suitable for assignments of various formalization.
The consololidation of groups learning academic disciplines requires students’ works to be assessed automatically. This way helps to avoid subjectivity in evaluation, butlimits the depth of knowledge and skills that can be evaluated that decreases the quality of teaching the discipline. This study analyses the method of peer review, familiar to MOOC students, applied to essays of in-campus students during two years.
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).