ethanporcaro/eric-fulltext-meta huggingface dataset:
On the Prevalence of Multiple-Account Cheating in Massive Open Online Learning: A Replication Study
Author: Bao, Yingying
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Online Courses,Cheating,Incidence,Computer Assisted Testing,Tests,Identification,Student Characteristics,College Students,Foreign Countries,Student Motivation,Data Collection,Introductory Courses,Replication (Evaluation)

Massive Open Online Courses (MOOCs) are a promising form of online education. However, the occurrence of academic dishonesty has been threatening MOOC certificates' effectiveness as a serious tool for recruiters and employers. Recently, a large-scale study on the log traces from more than one hundred MOOCs created by Harvard and MIT has identified a specific cheating strategy viable in MOOCs: &quot;Copying Answers using Multiple Existences Online&quot; (CAMEO). In essence, learners create several accounts on a MOOC platform, request assessment solutions via some of the accounts, and then submit these &quot;harvested&quot; solutions in their main account to receive credit. In our work, we &quot;replicate&quot; the CAMEO implementation and apply it to ten edX MOOCs created by the Delft University of Technology. Our results show that in those MOOCs, 1.9% of certificates were likely earned through CAMEO cheating, a number comparable to the fraction of cheating observed in Harvard and MIT MOOCs. [For the full proceedings, see ED596512.]
The Antecedents of and Associations with Elective Replay in an Educational Game: Is Replay Worth It?
Author: Liu, Zhongxiu
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Play,Educational Benefits,Elementary School Students,Repetition,Mathematics Achievement,Self Esteem,Mathematics Skills,Outcomes of Education,Achievement Gains,Student Characteristics,Accuracy

Replayability has long been touted as a benefit of educational games. However, little research has measured its impact on learning, or investigated when students choose to replay prior content. In this study, we analyzed data on a sample of 4,827 3rd-5th graders from ST Math, a game-based educational platform integrated into classroom instruction in over 3,000 classrooms across the U.S. We identified features that describe elective replays relative to prior gameplay performance, and associated elective replays with in-game accuracy, confidence, and general math ability assessments outside of the games. We found some elective replay patterns were associated with learning, whereas others indicated that students were struggling in the current educational content. We suggest, therefore, that educational games should use elective replay behaviors to target interventions according to when and whether replay is helpful for learning. [For the full proceedings, see ED596512.]
Toward the Automatic Labeling of Course Questions for Ensuring Their Alignment with Learning Outcomes
Author: Supraja, S.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Test Items,Outcomes of Education,Feedback (Response),Models,Expertise,Undergraduate Students,Engineering Education,Test Reliability,Alignment (Education),Curriculum Design,Learning Activities,Formative Evaluation,Novelty (Stimulus Dimension),Automation,Word Frequency,Mathematics,Artificial Intelligence,Transfer of Training

Expertise in a domain of knowledge is characterized by a greater fluency for solving problems within that domain and a greater facility for transferring the structure of that knowledge to other domains. Deliberate practice and the feedback that takes place during practice activities serve as gateways for developing domain expertise. However, there is a difficulty in consistently aligning feedback about a learner's practice performance with the intended learning outcomes of those activities -- especially in situations where the person providing feedback is unfamiliar with the intention of those activities. To address this problem, we propose an intelligent model to automatically label opportunities for practice (assessment questions) according to the learning outcomes intended by the course designers. As a proof of concept, we used a reduced version of Bloom's Taxonomy to define the intended learning outcomes. Using a factorial design, we employed term frequency-inverse document frequency (TF-IDF) and latent Dirichlet allocation (LDA) to transform questions from text to word weightages with support vector machine (SVM) and extreme learning machine (ELM) to train and automatically label the questions. We trained our models with 120 questions labeled by the subject matter expert of an undergraduate engineering course. Compared to existing works which create models based on a selfgenerated dataset, our proposed approach uses 30 untrained questions from online/textbook sources to validate the performance of our models. Exhaustive comparison analysis of the testing set showed that TF-IDF with ELM outperformed the other combinations by yielding 0.86 reliability (F1 measure) with the subject matter expert. [For the full proceedings, see ED596512.]
Examining Factors Impacting Online Survey Response Rates in Educational Research: Perceptions of Graduate Students
Author: Saleh, Amany
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Surveys,Response Rates (Questionnaires),Educational Research,Student Attitudes,Graduate Students,Electronic Mail,Gender Differences,Age Differences,Preferences,Confidentiality,Rewards

Background: In educational research, online survey has become one of the most popular methods of data collection. Academic researchers, including faculty and students, expect and require a good response rate to their research projects for reliable results. Purpose: In this paper, the authors examine a wide range of factors related to survey response rates in academic research. Examples include email checking habits, survey design, and attitudes toward research. Setting: An online survey environment Intervention: Not applicable. Research Design: A cross-sectional quantitative research method was used to analyze the factors that influence participants' email survey response rate. Data were collected at a single point in time. The authors did not directly measure changes that come over time in this study. Data Collection and Analysis: After receiving the Institutional Research Board's approval, the researchers distributed the survey via the American Educational Research Association (AERA) Graduate Student Discussion List subscribers. A sample of 454 responses was used in the final analysis--with a 78.9 % response rate. The authors used descriptive statistics (percentage, average mean) and inferential statistics (chi-square and correlations) to report the data analysis and findings. Findings: Results indicated that research survey response rate was highly influenced by interests of participants, survey structure, communication methods, and assurance of privacy and confidentiality. The findings also suggested that male participants were more likely to respond to surveys if they received a reminder, and older participants were more likely to respond if they were promised a reward.
Zone out No More: Mitigating Mind Wandering during Computerized Reading
Author: D'Mello, Sidney K.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Attention Control,Reading Processes,Eye Movements,Educational Technology,Identification,Prompting,Reading Comprehension,Intervention,Outcomes of Education,Electronic Learning,Undergraduate Students

Mind wandering, defined as shifts in attention from task-related processing to task-unrelated thoughts, is a ubiquitous phenomenon that has a negative influence on performance and productivity in many contexts, including learning. We propose that next-generation learning technologies should have some mechanism to detect and respond to mind wandering in real-time. Towards this end, we developed a technology that automatically detects mind wandering from eye-gaze during learning from instructional texts. When mind wandering is detected, the technology intervenes by posing just-in-time questions and encouraging re-reading as needed. After multiple rounds of iterative refinement, we summatively compared the technology to a yoked-control in an experiment with 104 participants. The key dependent variable was performance on a post-reading comprehension assessment. Our results suggest that the technology was successful in correcting comprehension deficits attributed to mind wandering (d = 0.47 sigma) under specific conditions, thereby highlighting the potential to improve learning by &quot;attending to attention.&quot; [For the full proceedings, see ED596512.]
When and Who at Risk? Call Back at These Critical Points
Author: Li, Yuntao
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Mass Instruction,Student Behavior,Learning Activities,Video Technology,Lecture Method,Group Discussion,Assignments,Accuracy,Prediction,Intervention,Dropout Rate,Models,Scores,Computer Software,Data Analysis,Classification,Comparative Analysis,Mathematics

Since MOOC is suffering high dropout rate, researchers try to explore the reasons and mitigate it. Focusing on this task, we employ a composite model to infer behaviors of learners in the coming weeks based on his/her history log of learning activities, including interaction with video lectures, participation in discussion forum, and performance of assignments, etc. The prediction accuracy of our proposed model outperforms related methods. Besides, we try combining the model with suggested interventions, such as sending reminder emails to at-risk learners. Future work, which is currently underway, will evaluate its influence on mitigating dropout rate. [For the full proceedings, see ED596512.]
Using Temporal Association Rule Mining to Predict Dyadic Rapport in Peer Tutoring
Author: Madaio, Michael
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Peer Teaching,Tutoring,Peer Relationship,Time,Behavior,Prediction,Accuracy,Data Analysis

Social relationships, such as interpersonal closeness or rapport, can lead to improved student learning, but such dynamic, interpersonal phenomena can be difficult for educational support technologies to detect. In this paper, we describe an approach for rapport detection in peer tutoring, using temporal association rules learned from nonverbal, social, and on-task verbal behaviors. From a corpus of 60 hours of annotated multimodal peer tutoring data, we learn the temporal association between behaviors and the rapport score for each 30-second &quot;thin-slice&quot;. We then train a stacked ensemble classification model on those association rules and evaluate our ability to reliably predict rapport using multimodal behavioral data. We find that our approach allows us to predict rapport well above chance, and more accurately than two baseline models. We are able to predict high rapport more accurately for strangers and low rapport more accurately for friends, which we believe holds promise for the integration of rapport detection into collaborative learning supports and intelligent tutoring systems. [For the full proceedings, see ED596512.]
Towards Closing the Loop: Bridging Machine-Induced Pedagogical Policies to Learning Theories
Author: Zhou, Guojing
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Learning Theories,Teaching Methods,Decision Making,Intelligent Tutoring Systems,Classroom Research,Comparative Analysis,Markov Processes,Educational Policy,Grading,Evaluation Criteria,Homework,Mathematics Instruction,Data Analysis,College Students,Problem Solving,Pretests Posttests

In this study, we applied decision trees (DT) to extract a compact set of pedagogical decision-making rules from an original &quot;full&quot; set of 3,702 Reinforcement Learning (RL)- induced rules, referred to as the DT-RL rules and Full-RL rules respectively. We then evaluated the effectiveness of the two rule sets against a baseline Random condition in which the tutor made random yet reasonable decisions. We explored two types of trees (weighted and unweighted) as well as two pruning strategies (pre- and post-pruning). We found that post-pruned weighted trees produced the best results with 529 DT-RL rules. The empirical evaluation was conducted in a classroom study using an existing Intelligent Tutoring System (ITS) named Pyrenees. 153 students were randomly assigned to three conditions. The procedure was the same for all students with domain content and required steps strictly controlled. The only substantive differences between the three conditions were the policy: (Full-RL vs. DT-RL vs. Random). Our result showed that as expected the machine induced policies (Full-RL and DT-RL) are significantly more effective than the random policy; more importantly, no significant difference was found between the Full-RL and DT-RL policies though the number of DT-RL rules is less than 15% of the number of the Full-RL rules and the former group also took significantly less time than the latter. [For the full proceedings, see ED596512.]
Incremental Disbursements of Student Financial Aid: Final Report on Aid Like a Paycheck. Executive Summary
Author: Weissman, Evan
Date: 2019-05-00
Type: Reports - Research
Subjects: Student Financial Aid,Student Needs,Costs,Student Employment,Time,Budgeting,Program Effectiveness,Community Colleges,Two Year College Students,Resource Allocation,Academic Achievement,Program Implementation,Money Management,Academic Persistence

Financial aid plays an essential role not only in allowing many students to enroll in college but also in supporting them in attaining completion and success. Often, however, the total amount of aid does not come close to covering the cost of attendance for full-time students. As a result, the majority of students enrolled at two-year public institutions report feeling financial stress related to paying for school. MDRC launched Aid Like A Paycheck to test whether changes to the timing of student aid disbursement could help students stretch their financial aid to cover their expenses throughout the term, and whether such a policy could improve students' academic and financial outcomes. Most colleges distribute financial aid refunds to students in one or two lump sums during the term. Aid Like A Paycheck tested an alternate approach, in which financial aid refunds were disbursed biweekly, with the goal of helping students better budget their existing financial aid. MDRC conducted a mixed-methods evaluation of incremental financial aid disbursements at two community college systems in and around Houston, Texas, and at a third system in California's rural Central Valley. At the two institutions in Texas, the study included a randomized controlled trial that gathered data from nearly 9,000 students and tracked them for up to two years. The final findings from the study indicate that biweekly disbursements do not result in substantial impacts on student outcomes. Overall, the study suggests that incremental disbursements neither hurt students nor substantially improve their academic or financial outcomes. Among the findings highlighted in this executive summary are: (1) Students assigned to receive biweekly disbursements and those assigned to receive their aid in the standard way received the same total amount of financial aid; (2) Biweekly disbursements reduced students' debt to the college in the first semester, but this reduction was no longer evident by the end of their fourth semester; (3) On average, there is no evidence of biweekly disbursements improving students' key academic outcomes; and (4) There is little evidence that the participating colleges or the government saved money by implementing biweekly disbursements. [For the main report, see ED595310. For &quot;Incremental Disbursements of Student Financial Aid: Final Report on Aid Like a Paycheck. Supplemental Tables,&quot; see ED596623.]
Incremental Disbursements of Student Financial Aid: Final Report on Aid Like a Paycheck. Supplemental Tables
Author: Weissman, Evan
Date: 2019-05-00
Type: Reports - Research
Subjects: Student Financial Aid,Tables (Data),Student Employment,Time,Budgeting,Program Effectiveness,Community Colleges,Two Year College Students,Academic Achievement,Program Implementation,Money Management,Academic Persistence,Student Needs,Costs,Resource Allocation

The Aid Like A Paycheck student survey was designed to shed light on students' academic and financial attitudes, behaviors, and circumstances over the course of a semester. This supplement to MDRC's final report on Aid Like A Paycheck describes the survey, response rates, and responses to each survey item at three community college systems: two in and around Houston, Texas (San Jacinto College and the Houston Community College System), which participated in a randomized controlled trial, and one in California (the West Hills Community College District), which scaled up the intervention to implement biweekly payments for all eligible students. [For the main report, see ED595310. For &quot;Incremental Disbursements of Student Financial Aid: Final Report on Aid Like a Paycheck. Executive Summary,&quot; see ED596622.]
The Changing Landscape of Homeschooling in the United States
Author: Hirsh, Aaron
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Educational Change,Home Schooling,State Policy,Family Characteristics,Minority Group Students,Public Schools,Influence of Technology,School Districts,Access to Education,African Americans,Hispanic Americans,Parent Participation

Homeschoolers--and their motivations--are increasingly diverse. A number of innovations, such as online schools, microschools, co-ops, and support centers, are enabling this diversity. Though frequently left out of the conversation about education, the homeschooling movement has much to teach us about creating more customized and effective school systems. Homeschool families are hyper-autonomous units with tremendous freedom to create curriculum, redesign typical learning pathways, and build innovative partnerships. Homeschooling is not a monolith and it is not static; families are taking several innovative approaches to redesigning education-forming partnerships with districts, organizing themselves into collaboratives, and finding ways to promote equity. Homeschooling has been legal in every state since the 1990s. While only 3 percent of K-12 students in the United States are homeschooled, this percentage has grown since 1999 and shows signs of continuing to increase. Homeschooling impacts the lives of millions of children and yet is understudied compared to other sectors of U.S. education. This brief describes the state of homeschooling in 2019. It explores the changing demographics of homeschoolers, provides an overview of new forms of homeschooling, and outlines the variety of state policies that govern homeschooling.
The State University System 2025 System Strategic Plan. Amended
Author: State University System of Florida, Board of Governors
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Governing Boards,Strategic Planning,Educational Quality,Educational Innovation,Efficiency,Budgets,Educational Objectives,Institutional Mission,Productivity,Knowledge Economy,Educational Finance,School Business Relationship,Educational Indicators,Benchmarking,Accountability,School Community Relationship,Performance,Educational Planning,State Standards

The State University System has experienced extraordinary changes and shifts in recent years, as significant economic challenges in Florida have compelled state universities to implement innovative strategies and efficiencies in order to respond to both increased demands and budget constraints. These changes are reflected by the need to revise the State University System Strategic Plan that was originally approved on November 10, 2011. [To view the revised &quot;The State University System 2025 System Strategic Plan&quot; (2014), see ED565381.]
California Adult Education Annual Performance Report: Federally Funded Workforce Innovation and Opportunity Act, Title II Programs. Program Year July 1, 2015 to June 30, 2016
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Basic Education,Adult Literacy,Labor Legislation,Labor Force Development,Federal Legislation,Enrollment,English (Second Language),Second Language Learning,Literacy Education,Family Literacy,Citizenship Education,Civics,Vocational English (Second Language),High School Equivalency Programs,State Programs,Correctional Education,Institutionalized Persons,Improvement,Academic Persistence,Grants,Distance Education,Job Skills,Leadership,Cooperation,Program Effectiveness

The California Department of Education (CDE) provides adult literacy services to one-fifth of adults enrolled in the Adult Education and Family Literacy Act (AEFLA) program in the United States. The adult education program addresses literacy needs of individuals by providing adults with the skills and knowledge necessary to (a) gain employment or better their current employment; (b) obtain a high school diploma (HSD) or high school equivalency (HSE) certificate; (c) attain skills necessary to enter postsecondary education and training; (d) exit public welfare and become self-sufficient; (e) learn to speak, read, and write the English language; (f) master basic academic skills to help their children succeed in school; and (g) become U.S. citizens, exercise their civic responsibilities, and participate in a democratic society. This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment and Opportunity Act (WIOA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL Civics funds.