Prediction of learning success/failure via pace of events in a social learning network platform

Abstract

Earlier studies have shown the power of online learning systems data to develop prediction methods that try to identify successful students patterns of accomplishment and engagement to allow timely pedagogical interventions. Our learning platform, SocialWire, collects a detailed record of the students' activity so, in this paper, we compare and combine the power of different classifiers for success/failure learning prediction, using as inputs some of the features that have measurable correlation with the students' performance. The main conclusion is that, for the courses in study, it is not the type of event/activity initiated by the student what best predicts his/her final grade, but the pace of the events he/she was engaged in.

Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment

“…Quantity of words can be indicative of the depth of students' contributions and interactions [71], and could be a proxy for whether students are sufficiently engaged in the process of critical and collaborative evaluation and knowledge co-construction to develop their critical thinking capacities. Greater participation levels in networked learning are associated with achievement [47]. This implies that due to the potential inaccuracy of self-reported measures of participation or collaboration, it is likely more useful to focus on word count of posts and other behavioral measures in examining participation in networked learning environments [72].…”

“…At the individual level of network metrics, "centrality" measures the extent of an individual's interactions with other participants in the network [35]. In higher education, low participation in a learning network was identified as a possible predictor of low achievement [47] and low in-degree centrality was predictive of underachievement [48]. Out-degree centrality and interacting with tutors was associated with better grades in a problem-solving course [49], although this effect of out-degree was not significant for students in a medical course [48].…”

Analysis of the Construction and Course Effectiveness of the Online Course Platform for College Piano in the Background of the Internet

“…The Internet-supported teaching system creates a networked piano learning environment for piano learners, enhancing the richness, interactivity, and fun of piano learning, providing a multi-sensory experiential learning style for piano learners, and satisfying the individualized and diverse needs of piano students, and this personalized music learning based on musical sensory experience is appropriate to stimulate the nature and potential of piano learners [3][4]. Piano online lessons are different from the mere teaching of offline piano lessons by teachers, and they are diverse, flexible, and convenient, providing piano learners with learning materials that contain a variety of sensory stimuli such as videos, pictures, audio, and text, using the Internet as a platform [5][6][7]. The focus of piano teaching is to cultivate students' learning abilities and to guide them through the continuous training of piano students in the integrated application of music theory knowledge and music practice activities and the development of creative abilities [8][9][10].…”