Interaction strategies in online learning: Insights from text analytics on iMOOC

Wang, Wei; Zhao, Yongyong; Wu, Yenchun Jim; Goh, Mark

doi:10.1007/s10639-022-11270-7

Cited by 8 publications

(8 citation statements)

References 73 publications

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“…Além de ter um domínio sólido de linguagens de programação populares, como Python, Java e JavaScript, é essencial ter habilidades relevantes para as necessidades tecnológicas atuais [Eteng et al 2022]. No entanto, mais do que apenas dominar uma determinada linguagem ou tecnologia, é crucial ter uma mentalidade de aprendizado contínuo e estar disposto a aprimorar e requalificar constantemente [Wang et al 2023]. No contexto do rápido avanço tecnológico, é importante reconhecer que as habilidades adquiridas hoje podem se tornar obsoletas em um curto espaço de tempo [Alam 2021].…”

Section: Habilidades Para O Século XXIunclassified

Análise dos Cursos de Computação no Brasil: Ensino de Programação sob a perspectiva das Necessidades do Século XXI

Oliveira,

Deus,

Avellar

et al. 2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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As habilidades de programação são essenciais no mundo tecnológico atual, além de ajudar a desenvolver habilidades fundamentais para o século XXI. Este artigo analisa o ensino de disciplinas introdutórias de programação em cursos de ensino superior do Brasil e o seu alinhamento com as necessidades do século XXI. Um estudo de caso foi realizado em cursos de Engenharia de Software e Ciência da Computação. Técnicas de aprendizado de máquina foram utilizadas para agrupar os tópicos abordados. Os resultados revelaram três grupos de disciplinas com diferentes níveis de conceitos de programação. As descobertas levantam questões sobre o alinhamento das práticas de ensino com as demandas da educação em programação no século XXI. O artigo contribui para a literatura existente, fornecendo evidências empíricas sobre o ensino de programação e habilidades do século XXI no ensino superior brasileiro.

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Section: Habilidades Para O Século XXIunclassified

Análise dos Cursos de Computação no Brasil: Ensino de Programação sob a perspectiva das Necessidades do Século XXI

Oliveira,

Deus,

Avellar

et al. 2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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“…A learner's engagement is related to the completion rate of the course, and the completer's engagement is significantly higher than that of the dropouts (Wang et al, 2019). Therefore, enhancing learning engagement through interaction can significantly lower the dropout rate (Wang et al, 2022). In online learning, interaction is divided into peer interaction (between learners), and the teacher-learner interaction.…”

Section: Topic Features In Dropout Ratementioning

confidence: 99%

“…, 2019). Therefore, enhancing learning engagement through interaction can significantly lower the dropout rate (Wang et al. , 2022).…”

Section: Antecedents Of Dropout Ratementioning

confidence: 99%

Factors of dropout from MOOCs: a bibliometric review

Wang

Zhao

et al. 2022

LHT

Self Cite

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PurposeAlthough MOOCs have become a pervasive online learning model, the problem of high dropout rates still persists. Gathering the reasons for the high dropout rate can help to improve the platform design and management of the MOOCs.Design/methodology/approachA total of 74 studies was extracted from the Web of Science and Scopus. Following the PRISMA (Preferred Reporting Items for systematic Reviews and Meta-Analyses) guidelines, the open-source program CiteSpace is employed to review and induce the studies on the antecedents of MOOC dropout.FindingsThe antecedents of the MOOC dropout rate are the psychological, social, personal, course-related, and time factors, and the unexpected hidden cost. Motivation and interaction, which have a decisive impact on the dropout rate of MOOCs, interact with each other. Interaction helps to strengthen the motivation, and appropriate course design enhances the degree of interaction.Originality/valueFrom the perspective of a learner, the more knowledge and skills the learners acquire, the more likely they will complete the course. Possessing adequate foundational knowledge is one way to arrest the dropout rate. On the part of the MOOC platform, better course design eases the dropout rate. Further, the course duration and hidden cost in MOOCs contribute to the dropout rate.

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“…In this study, SA predicts a person's willingness to continuously use a certain system when it involves some degree of self-motivation. Learner satisfaction is proven as one of the important factors contributing to the effectiveness of blended and purely online courses [33]. It has an important reference value for educators to improve course design and for administrators to improve service quality to ensure a satisfactory outcome.…”

Section: Satisfaction (Sa)mentioning

confidence: 99%

Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model

Xiu-lan

et al. 2022

Sustainability

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Blended learning (BL) combines online and face-to-face teaching and learning and is thought to be an effective means to cultivate learners’ sustainability literacy. The success of BL relies on learners who take the initiative to participate in the learning process. Therefore, this study aims to examine learners’ acceptance of the BL system. The technology acceptance model (TAM) and the self-efficacy theory are combined to construct a systematic model to determine the learners’ continuous intention to adopt BL. Seven constructs are identified, i.e., course quality (CQ), technical support (TS), perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SE), self-efficacy (SE), and behavioral intentions (BI). A survey was conducted using a close-ended questionnaire, and 461 valid responses were collected from Huaqiao University’s undergraduate students. Covariance-based structural equation modelling was performed. The empirical findings show that except for the hypothesis regarding the connection between PU and PEOU, all the other hypotheses are verified. CQ stands out as having the greatest positive effect on PEOU, which highlights the importance of CQ for BL. The study also confirms that PU significantly impacts SA, SE, and BI, and both SA and SE significantly influence BI. Based on these results, some suggestions are provided for educators and administrators as to how to better design BL systems to strengthen sustainability education.

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Interaction strategies in online learning: Insights from text analytics on iMOOC

Cited by 8 publications

References 73 publications

Análise dos Cursos de Computação no Brasil: Ensino de Programação sob a perspectiva das Necessidades do Século XXI

Análise dos Cursos de Computação no Brasil: Ensino de Programação sob a perspectiva das Necessidades do Século XXI

Factors of dropout from MOOCs: a bibliometric review

Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model

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