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研究生:陳仰萱
論文名稱:磨課師學習分析框架-以 OpenEdu 為例
論文名稱(外文):An Analysis Framework for MOOCs Learning-A Case Study in OpenEdu
指導教授:薛念林薛念林引用關係
口試委員:郭忠義馬尚彬陳錫民薛念林
口試日期:2016-07-11
學位類別:碩士
校院名稱:逢甲大學
系所名稱:資訊工程學系
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:57
中文關鍵詞:線上教育學習分析學習分析框架磨課師學習行為
相關次數:
  • 被引用被引用:3
  • 點閱點閱:1031
  • 評分評分:
  • 下載下載:187
  • 收藏至我的研究室書目清單書目收藏:2
近幾年在數位學習帶來創新的磨課師,也就是大規模線上開放課程,開始在世界各地蓬勃發展。任何使用者只要透過網際網路即可存取到不須付費、高品質的課程內容。學習分析一直是數位學習當中十分重要的議題,既能夠瞭解學習者的行為,也能夠改善教材不足之處,或是因材施教等等。但是磨課師為學習分析帶來了新的挑戰,如資料的異質性與複雜性、目前磨課師資料分析的不足等等。
本文提出了一個磨課師資料分析框架,從 5W1H 六個不同的面向探討資料分析框架所需要的內容。並且,為了驗證框架的有效性,實作了以「中華開放教育平台」學習資料為主的學習資料分析平台,進行案例研究。任何磨課師的相關人員都可以透過分析平台獲取需要的資料分析內容。
In recent years, the innovation of MOOCs, Massive Open Online Courses, has changed e-learning, and is spreading all over the world. Everyone can access the free, high-quality courses through the internet. Learning analytics is not only for understanding learners’ behavior but also helping to improve the course materials. It is an important aspect of research on e-learning. There are some new challenges in MOOCs learning analytics, such as data heterogeneity, complexity and the limitations of the learning analytics platform.
In this paper, we propose a MOOCs analysis framework from the aspect of 5W1H. We discuss the requirements of MOOCs learning analysis. We implemented a learning analytics system for OpenEdu, a MOOC platform in Taiwan, to conduct a case study. The stakeholders of MOOCs could access the platform to get the learning analytics information for themselves.
誌謝 i
摘要 ii
Abstract iii
目錄 iv
圖目錄 v
表目錄 vi
第一章 緒論 1
1.1 研究背景 1
1.2 研究動機 4
1.3 研究目的 6
第二章 相關研究 9
2.1 軟體架構方面 9
2.2 資料分析方面 11
第三章 研究方法 14
3.1 測量 14
3.2 收集 16
3.3 分析 17
3.4 回報 21
第四章 系統設計 22
4.1 R語言介紹 22
4.2 系統架構 23
第五章 案例研究 28
5.1 資料集 28
5.2 學習分析 28
第六章 結論 41
參考文獻 42
附錄 45
[1] Y. Tabaa and A. Medouri, "LASyM: A Learning Analytics System for MOOCs," Advanced Computer Science and Applications, pp. 113-119, 2013.
[2] M. A. Chatti, A. L. Dyckhoff, U. Schroeder and H. Thüs, "A Reference Model for Learning Analytics," International Journal of Technology Enhanced Learning, pp. 318-331, 2012.
[3] D. Vasić, A. Pinjuh, M. Kundid and L. Šerić, "Predicting students learning outcome from Learning Management system logs," in Proceedings of the 2015 23rd IEEE International Conference on Software, Telecommunications and Computer Networks (SoftCOM), 2015.
[4] A. L. Dyckhoff, V. Lukarov, A. Muslim, M. A. Chatti and U. Schroeder, "Supporting Action Research with Learning Analytics," in Proceedings of the Third International Conference on Learning Analytics and Knowledge, 2013.
[5] S. Kagemann and S. Bansal, "MOOCLink: Building and Utilizing Linked Data from Massive Open Online Courses," in Proceedings of the 2015 IEEE International Conference on Semantic Computing (ICSC), 2015.
[6] J. A. Ruipérez-Valiente, P. J. Muñoz-Merino, D. Leony and D. C. Kloos, "ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform," Computers in Human Behavior, pp. 139-148, 2015.
[7] P. J. Muñoz-Merino, J. A. R. Valiente and C. D. Kloos, "Inferring Higher Level Learning Information from Low Level Data for the Khan Academy Platform," in Proceedings of the Third International Conference on Learning Analytics and Knowledge, Leuven, Belgium, 2013.
[8] J. S. Ruiz, H. J. P. Díaz, J. A. Ruipérez-Valiente, P. J. Muñoz-Merino and C. D. Kloos, "Towards the Development of a Learning Analytics Extension in Open edX," in Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, 2014.
[9] J. L. Santos, S. Govaerts, K. Verbert and E. Duval, "Goal-oriented Visualizations of Activity Tracking: A Case Study with Engineering Students," in {Proceedings of the 2Nd International Conference on Learning Analytics and Knowledge, 2012.
[10] C. Shi, S. Fu, Q. Chen and Q. Huamin, "VisMOOC: Visualizing Video Clickstream Data from Massive Open Online Courses," in Proceedings of the 2014 IEEE Conference on Visual Analytics Science and Technology (VAST), 2014.
[11] Q. Zheng, H. He, T. Ma, N. Xue, B. Li and B. Dong, "Big Log Analysis for E-Learning Ecosystem," in Proceedings of the 2014 IEEE 11th International Conference on e-Business Engineering, 2014.
[12] J. DoBoer, G. Stump, D. Seaton and L. Breslow, "Diversity in MOOC Students’ Backgrounds and Behaviors in Relationship to Performance in 6.002x," Teaching and Learning Laboratory, p. 16, 2013.
[13] D. T. Seaton, Y. Bergner, I. Chuang, P. Mitros and D. E. Pritchard, "Who Does What in a Massive Open Online Course?," Communications of the ACM, vol. 57, no. 4, pp. 58-65, 2014.
[14] K. Jordan, “Initial Trends in Enrolment and Completion of Massive Open Online Courses,” The International Review Of Research In Open And Distributed Learning, pp. 133-160, 2014.
[15] M. Cisel, "Analyzing completion rates in the First French xMOOC," in Proceedings of the European MOOC Stakeholder Summit 2014, 2014.
[16] S. Halawa, D. Greene and J. Mitchell, "Dropout Prediction in MOOCs using Learner Activity Features," in Experiences and best practices in and around MOOCs, 2014.
[17] P. J. Guo, J. Kim and R. Rubin, "How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos," in Proceedings of the First ACM Conference on Learning @ Scale Conference, 2014.
[18] D. Coetzee, A. Fox, M. A. Hearst and B. Hartmann, "Should Your MOOC Forum Use a Reputation System?," in Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work & Social Computing, 2014.
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