Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747016
A. Khamparia, Babita Pandey, P. Kaur, Shrasti Tiwari
The Higher education is the key concept in the development of the world. To impart higher education to each and every civilian is a challenging task. It takes lots of efforts and time. Ontology development is a concept which is integrated with the imparting e-Learning in higher education system. Ontology is used to represent and manage knowledge. The ontological engineering methodology is widely used in many domains of computer and information science, cooperative information systems, intelligent information integration, information retrieval and extraction, knowledge representation, and database management systems. In this paper we have attempted to create a web-based tool named Knowledge Analyzer for teaching disabled students. The main focus is to impart knowledge of Java in the form of videos and tutorials. There is evaluation module that provides the quiz to learner to evaluate and self-analyze their knowledge. The instructor also provides the guidance on the basis of the marks. The Knowledge Analyzer is evaluated on the basis of feedback provided by the students. There feedback is provided by the student after using the Knowledge Analyzer. The most of the students liked the module and some students suggested some enhancements in the Knowledge Analyzer.
{"title":"E-Knowledge Analyzing with Java Ontology","authors":"A. Khamparia, Babita Pandey, P. Kaur, Shrasti Tiwari","doi":"10.1109/MITE.2018.8747016","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747016","url":null,"abstract":"The Higher education is the key concept in the development of the world. To impart higher education to each and every civilian is a challenging task. It takes lots of efforts and time. Ontology development is a concept which is integrated with the imparting e-Learning in higher education system. Ontology is used to represent and manage knowledge. The ontological engineering methodology is widely used in many domains of computer and information science, cooperative information systems, intelligent information integration, information retrieval and extraction, knowledge representation, and database management systems. In this paper we have attempted to create a web-based tool named Knowledge Analyzer for teaching disabled students. The main focus is to impart knowledge of Java in the form of videos and tutorials. There is evaluation module that provides the quiz to learner to evaluate and self-analyze their knowledge. The instructor also provides the guidance on the basis of the marks. The Knowledge Analyzer is evaluated on the basis of feedback provided by the students. There feedback is provided by the student after using the Knowledge Analyzer. The most of the students liked the module and some students suggested some enhancements in the Knowledge Analyzer.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122932443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8746923
R. G., Partho Pratim Seal, Senthilkumaran Piramanayagam, Yashna Behera, Rahul S. Pillai
Hospitality, an information-intensive industry cannot be left behind without the use of ICT. Learners' familiarity with the industry-relevant IT concepts is essential for the graduates of hospitality when they are embarking into an industry. ICT has changed the way how the teacher and learners interact with each other. Successful integration of ICT in teaching depends upon learners' attitude towards innovation. The study aimed to analyse the students' usage pattern and their attitude towards ICT in hospitality education. The participants of the study were the students of hospitality education program, who have been enrolled for a four-year undergraduate hospitality management program in a private university, located in Karnataka, India. An online survey was conducted to collect the data from the students. The findings of the study revealed that most frequently used ICT tool by hospitality students in learning are e-mail systems, presentation programs, and the word processing programs. There is a difference in the attitude of male and female respondents on the usage of ICT in hospitality education. The finding also shows that hospitality students have a strong preference towards the usage of ICT in their learning.
{"title":"Information Communication Technology in Hospitality Education: Students’ usage behaviour and their attitude","authors":"R. G., Partho Pratim Seal, Senthilkumaran Piramanayagam, Yashna Behera, Rahul S. Pillai","doi":"10.1109/MITE.2018.8746923","DOIUrl":"https://doi.org/10.1109/MITE.2018.8746923","url":null,"abstract":"Hospitality, an information-intensive industry cannot be left behind without the use of ICT. Learners' familiarity with the industry-relevant IT concepts is essential for the graduates of hospitality when they are embarking into an industry. ICT has changed the way how the teacher and learners interact with each other. Successful integration of ICT in teaching depends upon learners' attitude towards innovation. The study aimed to analyse the students' usage pattern and their attitude towards ICT in hospitality education. The participants of the study were the students of hospitality education program, who have been enrolled for a four-year undergraduate hospitality management program in a private university, located in Karnataka, India. An online survey was conducted to collect the data from the students. The findings of the study revealed that most frequently used ICT tool by hospitality students in learning are e-mail systems, presentation programs, and the word processing programs. There is a difference in the attitude of male and female respondents on the usage of ICT in hospitality education. The finding also shows that hospitality students have a strong preference towards the usage of ICT in their learning.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130142362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747144
Anurag Jagetiya, R. Challa, Ginkawar Prashanthi
It is evident, that the number of qualified teachers is less but the number of students willing to learn new technologies is increasing tremendously. Therefore, it is desired that alternative methods should be adopted to reduce the gap between the required number of qualified teachers and the actually available. As the technology is evolving rapidly, Massively Open Online Courses (MOOCs) appears to be an imminent concept which allows the students to use the IT infrastructure to learn while sitting at their home or workplace. MOOCs help the students to nurture problem-solving capabilities in them with the help of a plethora of online courses in diverse fields. Learners can choose courses of their interest and acquire a certificate of the same. This paper explores the concept and benefits of MOOCs in today’s scenario, its advantages like freedom from geographic boundaries, flexibility, optimal cost, better educational outcomes. Further, this paper highlights challenges and limitations towards implementing MOOCs such as the dearth of infrastructure in developing countries, absence of proper assessment method, invalidity of such courses in conventional degree level programs, lack of practical sessions, and dropout rate. Significant developments in the field of MOOCs are ongoing in India under the banner of Ministry of Human Resource Development’s project SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds). Nature Journal survey has shown that India ranked second in the world to access MOOCs services. Indian Institute of Bombay and Indian Institute of Kharagpur started a program called T10KT (Train 10 Thousand (K) Teachers) to conduct large-scale teachers training and E-learning awareness program. This paper wraps up with some other developments implementing MOOCs in India with some pragmatic case studies.
{"title":"MOOCs: Education for All– On Going Development in India","authors":"Anurag Jagetiya, R. Challa, Ginkawar Prashanthi","doi":"10.1109/MITE.2018.8747144","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747144","url":null,"abstract":"It is evident, that the number of qualified teachers is less but the number of students willing to learn new technologies is increasing tremendously. Therefore, it is desired that alternative methods should be adopted to reduce the gap between the required number of qualified teachers and the actually available. As the technology is evolving rapidly, Massively Open Online Courses (MOOCs) appears to be an imminent concept which allows the students to use the IT infrastructure to learn while sitting at their home or workplace. MOOCs help the students to nurture problem-solving capabilities in them with the help of a plethora of online courses in diverse fields. Learners can choose courses of their interest and acquire a certificate of the same. This paper explores the concept and benefits of MOOCs in today’s scenario, its advantages like freedom from geographic boundaries, flexibility, optimal cost, better educational outcomes. Further, this paper highlights challenges and limitations towards implementing MOOCs such as the dearth of infrastructure in developing countries, absence of proper assessment method, invalidity of such courses in conventional degree level programs, lack of practical sessions, and dropout rate. Significant developments in the field of MOOCs are ongoing in India under the banner of Ministry of Human Resource Development’s project SWAYAM (Study Webs of Active-Learning for Young Aspiring Minds). Nature Journal survey has shown that India ranked second in the world to access MOOCs services. Indian Institute of Bombay and Indian Institute of Kharagpur started a program called T10KT (Train 10 Thousand (K) Teachers) to conduct large-scale teachers training and E-learning awareness program. This paper wraps up with some other developments implementing MOOCs in India with some pragmatic case studies.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134462243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747113
G. V. Madhuri, L. N. P. Prakash Goteti
Agile manifesto and methodologies are prominent across the industries. The benefits of agile adoption include improvement in team morale, faster time to market, better feedback cycle and value delivery to the customers. On the other hand, IT and ITeS organizations are experiencing transformation in their business models due to digital and automation disruptions. In this context, employability of engineering graduates is becoming more challenging as new skills are emerging very frequently and so are the roles and responsibilities of the workforce. In this work, an approach is proposed by adapting the intent and values of agile manifesto; core values and user stories are derived considering the graduates as potentially shippable products. The approach highlights relevance and importance of agile values to enable the students employable and deployable swiftly.
{"title":"Adopting Agile Values in Engineering Education","authors":"G. V. Madhuri, L. N. P. Prakash Goteti","doi":"10.1109/MITE.2018.8747113","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747113","url":null,"abstract":"Agile manifesto and methodologies are prominent across the industries. The benefits of agile adoption include improvement in team morale, faster time to market, better feedback cycle and value delivery to the customers. On the other hand, IT and ITeS organizations are experiencing transformation in their business models due to digital and automation disruptions. In this context, employability of engineering graduates is becoming more challenging as new skills are emerging very frequently and so are the roles and responsibilities of the workforce. In this work, an approach is proposed by adapting the intent and values of agile manifesto; core values and user stories are derived considering the graduates as potentially shippable products. The approach highlights relevance and importance of agile values to enable the students employable and deployable swiftly.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"19 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113971249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/mite.2018.8747081
{"title":"MITE 2018 Cover Page","authors":"","doi":"10.1109/mite.2018.8747081","DOIUrl":"https://doi.org/10.1109/mite.2018.8747081","url":null,"abstract":"","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124974398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747084
Haoyi Zhang, Feng Pan, Zhenyu Wu, Yang Ji
The popularization of online chatrooms facilitates students to discuss, question and answer based on their learning content. The chat text reflects students' learning concerns, learning progress, learning enthusiasm and so on, which has important reference and analysis value. But the previous studies on students' chat text were mainly to explore the participation behavior and interaction patterns, while less attention was paid to the dynamic process of students' learning. Meanwhile, the existing technology lacked effective analysis methods for the highly variable and multi-topic commingled chat text. Therefore, this paper proposes the Multi-topic Analysis by Extraction and Combination (MtAEC) architecture. On one hand, MtAEC locks the questioner and respondent in the chat, tracks and collects their text, and calculates the text similarity to verify whether the lock result is correct. This method confirms the role of the questioner and the respondent in the chat. On the other hand, to solve the problem of topic analysis in the multi-topic commingled chat text, MtAEC points the parent pointer to the interrogative sentence, and traverses down the child pointer to search the answer. In addition, this paper analyzes the topic of the students' chat and visualizes the experimental results in the form of charts based on the group chat text of a real course. Then, we summarize the students' learning concerns, learning progress and learning enthusiasm, which are helpful for teachers to better understand the dynamic changes of the students' learning process.
{"title":"Analysis and Visualization of Students’ Learning Based on Multi-Topic Chat Text","authors":"Haoyi Zhang, Feng Pan, Zhenyu Wu, Yang Ji","doi":"10.1109/MITE.2018.8747084","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747084","url":null,"abstract":"The popularization of online chatrooms facilitates students to discuss, question and answer based on their learning content. The chat text reflects students' learning concerns, learning progress, learning enthusiasm and so on, which has important reference and analysis value. But the previous studies on students' chat text were mainly to explore the participation behavior and interaction patterns, while less attention was paid to the dynamic process of students' learning. Meanwhile, the existing technology lacked effective analysis methods for the highly variable and multi-topic commingled chat text. Therefore, this paper proposes the Multi-topic Analysis by Extraction and Combination (MtAEC) architecture. On one hand, MtAEC locks the questioner and respondent in the chat, tracks and collects their text, and calculates the text similarity to verify whether the lock result is correct. This method confirms the role of the questioner and the respondent in the chat. On the other hand, to solve the problem of topic analysis in the multi-topic commingled chat text, MtAEC points the parent pointer to the interrogative sentence, and traverses down the child pointer to search the answer. In addition, this paper analyzes the topic of the students' chat and visualizes the experimental results in the form of charts based on the group chat text of a real course. Then, we summarize the students' learning concerns, learning progress and learning enthusiasm, which are helpful for teachers to better understand the dynamic changes of the students' learning process.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134290708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747109
Umi Kalsom Masrom, Nik Aloesnita Nik Mohd Alwi, Nor Hazlin Nor Asshidin
The purpose of this study was to explore the determinants of learner satisfaction in blended learning environment by examining learner readiness variables. This research examined the relationship between learner readiness and learner satisfaction and identified the predictors of learner satisfaction. The participants were 325 undergraduate students who took a blended-format courses in one of the private universities in Malaysia. Data was collected using an online survey. The analysis of the quantitative data indicated that learner satisfaction has statistically positive relationship with learner readiness. This means that students who perceived high level of readiness to learn in blended courses tended to be more satisfied with their courses than those who perceived low levels of readiness. Additionally, the outcomes from the multiple linear regression analysis demonstrated that there are five critical factors of learner satisfaction namely performance expectation, self-directed learning, online communication self-efficacy, motivation for learning and learner control The findings strongly indicated the importance of learner readiness in predicting and understanding learner satisfaction in blended learning environment. The implications and limitations were also discussed in this paper. This study highlights the importance for institutions and instructors to cater for learner satisfaction in implementing blended learning to optimize students’ experiences so that learning outcomes and satisfaction could be enriched.
{"title":"The underlying factors of learner readiness and satisfaction in blended learning environment","authors":"Umi Kalsom Masrom, Nik Aloesnita Nik Mohd Alwi, Nor Hazlin Nor Asshidin","doi":"10.1109/MITE.2018.8747109","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747109","url":null,"abstract":"The purpose of this study was to explore the determinants of learner satisfaction in blended learning environment by examining learner readiness variables. This research examined the relationship between learner readiness and learner satisfaction and identified the predictors of learner satisfaction. The participants were 325 undergraduate students who took a blended-format courses in one of the private universities in Malaysia. Data was collected using an online survey. The analysis of the quantitative data indicated that learner satisfaction has statistically positive relationship with learner readiness. This means that students who perceived high level of readiness to learn in blended courses tended to be more satisfied with their courses than those who perceived low levels of readiness. Additionally, the outcomes from the multiple linear regression analysis demonstrated that there are five critical factors of learner satisfaction namely performance expectation, self-directed learning, online communication self-efficacy, motivation for learning and learner control The findings strongly indicated the importance of learner readiness in predicting and understanding learner satisfaction in blended learning environment. The implications and limitations were also discussed in this paper. This study highlights the importance for institutions and instructors to cater for learner satisfaction in implementing blended learning to optimize students’ experiences so that learning outcomes and satisfaction could be enriched.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134028277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747038
P. Rao, K. Chugh, K. Prasad, K. Shekar
In conventional class room teaching, teacher gives a lecture and students watch and listen. It has been proved that students retain the concepts for longer time, only when they involve in doing i.e. learning by doing. Hence it is necessary to understand the next generation students, learning styles and implement some active learning strategies to make them involved in the learning process. This paper introduces some of the active learning strategies which are implemented in the engineering class room of a particular institute. This paper also discusses various challenges in implementing active learning and benefits of active learning strategies in detail, in contrast to conventional passive learning methodology.
{"title":"Impact of Active Learning in Engineering Education","authors":"P. Rao, K. Chugh, K. Prasad, K. Shekar","doi":"10.1109/MITE.2018.8747038","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747038","url":null,"abstract":"In conventional class room teaching, teacher gives a lecture and students watch and listen. It has been proved that students retain the concepts for longer time, only when they involve in doing i.e. learning by doing. Hence it is necessary to understand the next generation students, learning styles and implement some active learning strategies to make them involved in the learning process. This paper introduces some of the active learning strategies which are implemented in the engineering class room of a particular institute. This paper also discusses various challenges in implementing active learning and benefits of active learning strategies in detail, in contrast to conventional passive learning methodology.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117103386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747056
Harshit Jain, Anika
With the enormous increase in Massive Open Online Courses across different platforms and domains, the course related information is being overloaded. It becomes a very tedious task for the learners to search for the required courses matching their individual goals, knowledge, and interest. MOOCs recommender system plays a vital role by easing this task and providing courses of interest within an efficient time frame. This paper proposes an effective MOOC recommender system with the help of various data mining techniques. It encashes upon the fact that the learners involved in the MOOCs can be easily divided into two categories of active and passive learners based upon their activity logs. It first channelizes the learners into these categories and then provides separate recommendations by applying different data mining approaches. Through this technique, an average accuracy of 92 percent was achieved in case of active learners for the course recommendations.
{"title":"Applying Data Mining Techniques for Generating MOOCs Recommendations on the Basis of Learners Online Activity","authors":"Harshit Jain, Anika","doi":"10.1109/MITE.2018.8747056","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747056","url":null,"abstract":"With the enormous increase in Massive Open Online Courses across different platforms and domains, the course related information is being overloaded. It becomes a very tedious task for the learners to search for the required courses matching their individual goals, knowledge, and interest. MOOCs recommender system plays a vital role by easing this task and providing courses of interest within an efficient time frame. This paper proposes an effective MOOC recommender system with the help of various data mining techniques. It encashes upon the fact that the learners involved in the MOOCs can be easily divided into two categories of active and passive learners based upon their activity logs. It first channelizes the learners into these categories and then provides separate recommendations by applying different data mining approaches. Through this technique, an average accuracy of 92 percent was achieved in case of active learners for the course recommendations.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115092753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1109/MITE.2018.8747136
S. Kavitha, S. Mohanavalli, B. Bharathi
As developments in educational technology continue to advance, the methods in which the courses are delivered and received by learners' evolved from board teaching to online courses. It is necessary to investigate and understand the progression and advancements in the quality of online education through the learning behaviour. The traditional way of using pre-post test scores and learners' feedback is not much helpful in assessing the online learning behavior. In the proposed research work, a learner’s behavior prediction model is to be built using hybrid deep learning techniques. For this model building, various information such as facial expressions, time series Electroencephalography (EEG) data, clinical parameters like pulse rate, blood pressure, and skin temperature are acquired directly from the learner through sensors and other general information namely age, course, gender, location are included. Using this data collection, a hybrid model using Convolutional Neural Network (CNN) and Recurrent Neural Networks (RNN) is to be built and validated in real time for predicting the cognitive ability of a learner.
{"title":"Predicting Learning Behaviour of Online Course Learners' using Hybrid Deep Learning Model","authors":"S. Kavitha, S. Mohanavalli, B. Bharathi","doi":"10.1109/MITE.2018.8747136","DOIUrl":"https://doi.org/10.1109/MITE.2018.8747136","url":null,"abstract":"As developments in educational technology continue to advance, the methods in which the courses are delivered and received by learners' evolved from board teaching to online courses. It is necessary to investigate and understand the progression and advancements in the quality of online education through the learning behaviour. The traditional way of using pre-post test scores and learners' feedback is not much helpful in assessing the online learning behavior. In the proposed research work, a learner’s behavior prediction model is to be built using hybrid deep learning techniques. For this model building, various information such as facial expressions, time series Electroencephalography (EEG) data, clinical parameters like pulse rate, blood pressure, and skin temperature are acquired directly from the learner through sensors and other general information namely age, course, gender, location are included. Using this data collection, a hybrid model using Convolutional Neural Network (CNN) and Recurrent Neural Networks (RNN) is to be built and validated in real time for predicting the cognitive ability of a learner.","PeriodicalId":426754,"journal":{"name":"2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129956987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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