Publication Type:

Conference Paper

Source:

Proceedings - IEEE 8th International Conference on Technology for Education, T4E 2016, Institute of Electrical and Electronics Engineers Inc., p.194-199 (2017)

ISBN:

9781509061150

URL:

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013296178&doi=10.1109%2fT4E.2016.048&partnerID=40&md5=9404b2811e9071c36058d235f5b48cf5

Keywords:

Apriori algorithms, Association analysis, Current performance, E-learning, Education, Education computing, Experimental analysis, Learning Analytics, Massive open online course, MOOCS, Real-Time Feedback, risk assessment, Risk management, Students

Abstract:

MOOCs (Massive Open Online Courses) have revolutionized the way we learn. But a major challenge faced by MOOCs is the high dropout rates among students at various stages of the course. It is important to identify the students at risk in terms of those who are likely to drop out at some stage of the course and those who might not meet the required passing criteria. In this paper, a model is proposed to identify learners who are at risk in an online course using association analysis which is done with dataset of students who have taken the course previously. Identifying such learners who are at risk and providing them real time feedback would help the students to be more aware of their current performance and to improve upon it. Several experiments were conducted to test the performance of the proposed work and the results show that the proposed model identifies 90% of the learners who are at risk. Out of 4,74,977 students, 4,32,502 were identified as at risk students based on the experimental analysis. © 2016 IEEE.

Notes:

cited By 0; Conference of 8th IEEE International Conference on Technology for Education, T4E 2016 ; Conference Date: 2 December 2016 Through 4 December 2016; Conference Code:125986

Cite this Research Publication

M. Srilekshmi, Sindhumol, S., Chatterjee, S., and Bijlani, K., “Learning Analytics to Identify Students At-risk in MOOCs”, in Proceedings - IEEE 8th International Conference on Technology for Education, T4E 2016, 2017, pp. 194-199.

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