Intelligent Systems and Learning Data Analytics in Online Education
- 1st Edition - June 15, 2021
- Editors: Santi Caballé, Stavros N. Demetriadis, Eduardo Gómez-Sánchez, Pantelis M. Papadopoulos, Armin Weinberger
- Language: English
- Paperback ISBN:9 7 8 - 0 - 1 2 - 8 2 3 4 1 0 - 5
- eBook ISBN:9 7 8 - 0 - 1 2 - 8 2 3 1 2 7 - 2
Intelligent Systems and Learning Data Analytics in Online Education provides novel artificial intelligence (AI) and analytics-based methods to improve online teaching and learning.… Read more
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Request a sales quoteIntelligent Systems and Learning Data Analytics in Online Education provides novel artificial intelligence (AI) and analytics-based methods to improve online teaching and learning. This book addresses key problems such as attrition and lack of engagement in MOOCs and online learning in general.
This book explores the state of the art of artificial intelligence, software tools and innovative learning strategies to provide better understanding and solutions to the various challenges of current e-learning in general and MOOC education. In particular, Intelligent Systems and Learning Data Analytics in Online Education shares stimulating theoretical and practical research from leading international experts. This publication provides useful references for educational institutions, industry, academic researchers, professionals, developers, and practitioners to evaluate and apply.
- Presents the application of innovative AI techniques to collaborative learning activities
- Offers strategies to provide automatic and effective tutoring to students’ activities
- Offers methods to collect, analyze and correctly visualize learning data in educational environments
Upper level and graduate students in Computer Science, IT researchers and practitioners, Researchers and professionals in the educational domain interested in e-learning assessment and data analytics particularly in MOOCs
- Cover image
- Title page
- Table of Contents
- Copyright
- Dedication
- List of contributors
- Foreword
- Preface
- Final words
- Acknowledgments
- Conversational agents in MOOCs: reflections on first outcomes of the colMOOC project
- 1 Introduction
- 2 Background
- 3 The colMOOC project
- 4 “Computational Thinking” MOOC
- 5 “Programming for non-programmers” MOOC
- 6 “Educational technology for the classroom” MOOC
- 7 “Educational technologies in support for collaboration and evaluation in virtual learning environments” MOOC
- 8 Discussion and conclusions
- Acknowledgments and disclaimer
- Further reading
- Part I: Intelligent Agent Systems and Learning Data Analytics
- Chapter 1. Artificial Intelligence (AI)-enabled remote learning and teaching using Pedagogical Conversational Agents and Learning Analytics
- Abstract
- 1.1 Introduction
- 1.2 Literature review
- 1.3 Our experience with Pedagogical Conversational Agents
- 1.4 Results and analysis
- 1.5 Discussion
- 1.6 Future trends and conclusion
- References
- Chapter 2. Integrating a conversational pedagogical agent into the instructional activities of a Massive Open Online Course
- Abstract
- 2.1 Introduction
- 2.2 Literature review
- 2.3 Research methodology
- 2.4 Results and discussion
- 2.5 Conclusions and future work
- References
- Chapter 3. Improving MOOCs experience using Learning Analytics and Intelligent Conversational Agent
- Abstract
- 3.1 Introduction
- 3.2 Online learning and MOOCs
- 3.3 Methodology
- 3.4 LAICA integration in MOOCs: framework
- 3.5 LAICA integration in MOOCs: example implementation
- 3.6 LAICA integration in MOOC: impact analysis
- 3.7 LAICA integration in MOOC: findings and discussion
- 3.8 Conclusion
- References
- Further reading
- Chapter 4. Sequential engagement-based online learning analytics and prediction
- Abstract
- 4.1 Introduction
- 4.2 Related work
- 4.3 Sequential engagement-based academic performance prediction network
- 4.4 Experiments and evaluation
- 4.5 Conclusions and future work
- Acknowledgment
- References
- Chapter 5. An intelligent system to support planning interactive learning segments in online education
- Abstract
- 5.1 Introduction
- 5.2 Theoretical backgrounds of intelligent systems in active learning systems
- 5.3 Methodology of implementation and target group
- 5.4 Results and discussion
- 5.5 Conclusion
- References
- Part II: Artificial Intelligence Systems in Online Education
- Chapter 6. A literature review on artificial intelligence and ethics in online learning
- Abstract
- 6.1 Introduction and motivations
- 6.2 Artificial intelligence in online learning
- 6.3 Ethics in online learning
- 6.4 Ethics in artificial intelligence
- 6.5 Limitations of ethics by design and how moral systems can overcome them
- 6.6 Reflections and guidelines for an ethical use of artificial intelligence in online learning
- 6.7 Concluding remarks and future work
- Acknowledgments
- References
- Chapter 7. Transfer learning techniques for cross-domain analysis of posts in massive educational forums
- Abstract
- 7.1 Introduction
- 7.2 Related works
- 7.3 Text categorization model
- 7.4 Transfer learning strategy
- 7.5 Experiments and evaluation
- 7.6 Conclusions and further work
- References
- Chapter 8. Assisted education: Using predictive model to avoid school dropout in e-learning systems
- Abstract
- 8.1 Introduction
- 8.2 Background
- 8.3 Related work
- 8.4 PRIOR Ensemble Architecture
- 8.5 DPE-PRIOR: Dropout predictive Ensemble Model
- 8.6 Final remarks
- Acknowledgment
- References
- Chapter 9. Adaptive task selection in automated educational software: a comparative study
- Abstract
- 9.1 Introduction
- 9.2 The pedagogical implications of personalized learning systems
- 9.3 Overview of the different adaptation schemes
- 9.4 Methodology and research approach
- 9.5 Simulation results
- 9.6 Discussion
- 9.7 Conclusions
- References
- Appendix A
- Chapter 10. Actor’s knowledge massive identification in the learning management system
- Abstract
- 10.1 Introduction
- 10.2 Diagnosis of higher education in Morocco and contribution of e-learning
- 10.3 Machine learning evaluation tools
- 10.4 E-learning massive data
- 10.5 Conclusion
- References
- Part III: Applications of Intelligent Systems for Online Education
- Chapter 11. Assessing students’ social and emotional competencies through graph analysis of emotional-enriched sociograms
- Abstract
- 11.1 Introduction
- 11.2 State-of-the-art analysis
- 11.3 Socioemotional graph analysis
- 11.4 Application domains
- 11.5 Conclusions and open research areas
- References
- Chapter 12. An intelligent distance learning framework: assessment-driven approach
- Abstract
- 12.1 Introduction
- 12.2 Sketch of intelligent distance teaching and learning framework
- 12.3 Three-layered distance teaching and learning platform
- 12.4 Learning assessment and feedback
- 12.5 Analytics: mining from learning graph and assessment graph
- 12.6 Simulation result
- 12.7 Concluding remarks
- References
- Chapter 13. Personalizing alternatives for diverse learner groups: readability tools
- Abstract
- 13.1 Introduction
- 13.2 Personalization in online education: trends, systems, and approaches
- 13.3 Implementing readability tools: general steps and suggestions
- 13.4 Discussion
- 13.5 Conclusion
- References
- Chapter 14. Human computation for learning and teaching or collaborative tracking of learners’ misconceptions
- Abstract
- 14.1 Introduction
- 14.2 Related work
- 14.3 Results from preliminary studies
- 14.4 System architecture
- 14.5 Conclusion
- References
- Index
- No. of pages: 424
- Language: English
- Edition: 1
- Published: June 15, 2021
- Imprint: Academic Press
- Paperback ISBN: 9780128234105
- eBook ISBN: 9780128231272
SC
Santi Caballé
Santi Caballé is a full professor at the Universitat Oberta de Catalunya (UOC) based in Barcelona, Spain. He holds a PhD, Master's, and Bachelor’s in computing engineering from the UOC where he teaches on-line courses on software engineering and conducts research activity on the interdisciplinary field of learning engineering by combining e-learning, artificial intelligence, software engineering and distributed computing. He has over 250 peer-reviewed publications, including 15 books, 60 papers in indexed journals, and 150 conference papers. Professor Caballé has led and participated in over 30 national and international research projects and has been involved in the organization of many international research events. He also serves as editor for books and special issues of leading international journals.
Affiliations and expertise
Professor, Faculty of Computer Science, Multimedia and Telecommunications, Universitat Oberta de Catalunya, Barcelona, SpainSD
Stavros N. Demetriadis
Dr. Stavros N. Demetriadis holds a BSc degree in Physics, MSc in Electronic Physics, and PhD in Multimedia educational technology from AUTh. He teaches courses and conducts research in the broader area of technology- enhanced learning with emphasis on Computer-supported collaborative learning (CSCL), Adaptive hypermedia systems for learning, Educational robotics and Tangible interfaces for programming, Conversational agents, Multimedia learning, Cognitive training technologies. Dr. Demetriadis has published more than 150 research papers either in international scientific journals (with IF) or in international/national conference proceedings (more than 2500 third party citations and h-index: 25 reported in Google Scholar). He is member of the scientific committee in several top-ranking international Conferences each year (such as IEEE ICALT, ECTEL, CSEDU, etc.). Since 1995 he has participated in many AUTH research projects and has been project leader in some of them. Dr. Demetriadis is currently the coordinator of the ongoing research project "colMOOC" funded by the European Commission devoted to the integration of conversational agents and learning analytics in online education.
Affiliations and expertise
Professor, School of Informatics, Aristotle University of Thessaloniki, GreeceEG
Eduardo Gómez-Sánchez
Eduardo Gómez-Sánchez received his PhD degree in Telecommunications Engineering in 2001. He is currently professor of Telematics Engineering at the University of Valladolid in Valladolid, Spain. His main research interests include the design and evaluation of software systems to support collaborative learning, both in formal and informal settings. He has published more than 40 papers in indexed journals and has a Google Scholar reported h-index of 27.
Affiliations and expertise
Professor, School of Telecommunications Engineering, Universidad de Valladolid, Valladolid, SpainPP
Pantelis M. Papadopoulos
Dr. Pantelis Papadopoulos holds a BSc in Informatics, and MSc and PhD in Information and Communication Technologies in Education from the School of Informatics at Aristotle University of Thessaloniki. His research interests include Educational Technology, Game-Based Learning, Computer-Supported Collaborative Learning, Innovation and Entrepreneurship Education, and Open and Distance Education. His work is published in more than 45 top ranking international peer-reviewed journals and conferences. Dr. Papadopoulos is an Associate Editor and chief-editor of research journals and books. He is a member of the scientific committee in several top-ranking international conferences and reviewer to major journals in his domain as well as a member of the Institute of Electrical and Electronics Engineers (IEEE), the International Society of the Learning Sciences (ISLS), and the Association for the Advancement of Computing in Education (AACE).
Affiliations and expertise
Associate Professor, Department of Instructional Technology, University of Twente, Enschede, The NetherlandsAW
Armin Weinberger
Prof. Armin Weinberger is head of the Department of Educational Technology and Knowledge Management at Saarland University in Saarland, Germany. His main research interests are educational technology, technology-enhanced learning, computer-supported collaboration scripts, argumentative knowledge construction, crosscultural education, and methodological issues in small group learning. He is on the editorial board of ijCSCL (International Journal of Computer Supported Collaborative Learning), one the two premier journals of the Learning Sciences field, and has extensively published in this and many other leading research journals, obtaining award-winning articles in reputed journals, such as Computers in Human Behavior and Instructional Science.
Affiliations and expertise
Professor, Department of Educational Technology and Knowledge Management, Saarland University, Saarland, GermanyRead Intelligent Systems and Learning Data Analytics in Online Education on ScienceDirect