Table of Contents

• Achieving 96% Mastery at National Scale through Inspired Learning and Generative AdaptivityZoran Popovic. 1 [doi]
• Effective Sampling for Large-scale Automated Writing Evaluation SystemsNicholas Dronen, Peter W. Foltz, Kyle Habermehl. 3-10 [doi]
• Improving Student Modeling Through Partial Credit and Problem DifficultyKorinn Ostrow, Christopher Donnelly, Seth Adjei, Neil T. Heffernan. 11-20 [doi]
• Addressing Common Analytic Challenges to Randomized Experiments in MOOCs: Attrition and Zero-InflationAnne Lamb, Jascha Smilack, Andrew Ho, Justin Reich. 21-30 [doi]
• Structure and messaging techniques for online peer learning systems that increase stickinessYasmine Kotturi, Chinmay Kulkarni, Michael S. Bernstein, Scott R. Klemmer. 31-38 [doi]
• The Prediction of Student First Response Using Prerequisite SkillsAnthony Botelho, Hao Wan, Neil T. Heffernan. 39-45 [doi]
• Blended Learning in Indian Colleges with Massively Empowered ClassroomEdward Cutrell, Jacki O'Neill, Srinath Bala, B. Nitish, Andrew Cross, Nakull Gupta, Viraj Kumar, William Thies. 47-56 [doi]
• Attrition and Achievement Gaps in Online LearningRené F. Kizilcec, Sherif Halawa. 57-66 [doi]
• Towards Detecting Wheel-Spinning: Future Failure in Mastery LearningYue Gong, Joseph E. Beck. 67-74 [doi]
• PeerStudio: Rapid Peer Feedback Emphasizes Revision and Improves PerformanceChinmay Kulkarni, Michael S. Bernstein, Scott R. Klemmer. 75-84 [doi]
• Alumni & Tenured Participants in MOOCs: Analysis of Two Years of MOOC Discussion Channel ActivityMatti Nelimarkka, Arto Vihavainen. 85-93 [doi]
• A Playful Game Changer: Fostering Student Retention in Online Education with Social GamificationMarkus Krause, Marc Mogalle, Henning Pohl, Joseph Jay Williams. 95-102 [doi]
• moocRP: An Open-source Analytics PlatformZachary A. Pardos, Kevin Kao. 103-110 [doi]
• Learning is Not a Spectator Sport: Doing is Better than Watching for Learning from a MOOCKenneth R. Koedinger, Jihee Kim, Julianna Zhuxin Jia, Elizabeth A. McLaughlin, Norman L. Bier. 111-120 [doi]
• Exploring the Effect of Confusion in Discussion Forums of Massive Open Online CoursesDiyi Yang, Miaomiao Wen, Iris K. Howley, Robert E. Kraut, Carolyn Penstein Rosé. 121-130 [doi]
• Uncovering Trajectories of Informal Learning in Large Online Communities of CreatorsSeungwon Yang, Carlotta Domeniconi, Matt Revelle, Mack Sweeney, Ben U. Gelman, Chris Beckley, Aditya Johri. 131-140 [doi]
• Probabilistic Use Cases: Discovering Behavioral Patterns for Predicting CertificationCody A. Coleman, Daniel T. Seaton, Isaac Chuang. 141-148 [doi]
• Bayesian Ordinal Peer GradingKarthik Raman, Thorsten Joachims. 149-156 [doi]
• An Automated Grading/Feedback System for 3-View Engineering Drawings using RANSACYoungwook Paul Kwon, Sara McMains. 157-166 [doi]
• Mathematical Language Processing: Automatic Grading and Feedback for Open Response Mathematical QuestionsAndrew S. Lan, Divyanshu Vats, Andrew E. Waters, Richard G. Baraniuk. 167-176 [doi]
• BayesRank: A Bayesian Approach to Ranked Peer GradingAndrew E. Waters, David Tinapple, Richard G. Baraniuk. 177-183 [doi]
• Staggered Versus All-At-Once Content Release in Massive Open Online Courses: Evaluating a Natural ExperimentTommy Mullaney, Justin Reich. 185-194 [doi]
• Autonomously Generating Hints by Inferring Problem Solving PoliciesChris Piech, Mehran Sahami, Jonathan Huang, Leonidas J. Guibas. 195-204 [doi]
• Problems Before Solutions: Automated Problem Clarification at ScaleSoumya Basu, Albert Wu, Brian Hou, John DeNero. 205-213 [doi]
• Machine Learning for Learning at ScalePeter Norvig. 215 [doi]
• Towards Capturing Learners Sentiment and ContextJaye Clarkes-Nias, Juliet Mutahi, Andrew Kinai, Oliver Bent, Komminist Weldemariam, Saurabh Srivastava. 217-222 [doi]
• Measuring and Maximizing the Effectiveness of Honor Codes in Online CoursesHenry Corrigan-Gibbs, Nakull Gupta, Curtis Northcutt, Edward Cutrell, William Thies. 223-228 [doi]
• Technology-Enhanced Learning: Evidence-based ImprovementEileen Scanlon, Timothy M. M. O'Shea, Patrick McAndrew. 229-232 [doi]
• A Modern Student Experience inSystems ProgrammingVaishaal Shankar, David Culler. 233-236 [doi]
• Educational Evaluation in the PKU SPOC Course "Data Structures and Algorithms"Ming Zhang, Jile Zhu, Yanzhen Zou, Hongfei Yan, Dan Hao, Chuxiong Liu. 237-240 [doi]
• Learn With Friends: The Effects of Student Face-to-Face Collaborations on Massive Open Online Course ActivitiesChristopher A. Brooks, Caren Stalburg, Tawanna Dillahunt, Lionel Robert. 241-244 [doi]
• Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs)Christopher A. Brooks, Craig Thompson, Stephanie D. Teasley. 245-248 [doi]
• Connecting the Dots: Predicting Student Grade Sequences from Bursty MOOC Interactions over TimeTanmay Sinha, Justine Cassell. 249-252 [doi]
• Connecting Stories and Pedagogy Increases Participant Engagement in DiscussionsVineet Pandey, Yasmine Kotturi, Chinmay Kulkarni, Michael S. Bernstein, Scott R. Klemmer. 253-256 [doi]
• Source Effects in Online EducationNakull Gupta, Jacki O'Neill, Andrew Cross, Edward Cutrell, William Thies. 257-260 [doi]
• AutoStyle: Toward Coding Style Feedback at ScaleJoseph Bahman Moghadam, Rohan Roy Choudhury, Hezheng Yin, Armando Fox. 261-266 [doi]
• Assessment of KNOWLA: Knowledge Assembly for Learning and AssessmentMeredith M. Thompson, Eric Braude, Christopher D. Canfield, Jay Halfond, Aparaita Sengupta. 267-271 [doi]
• An E-Report Scoring Method based on Student Peer Evaluation using GroupwareYuanyuan Wang, Yukiko Kawai, Setsuko Miyamoto, Kazutoshi Sumiya. 273-276 [doi]
• Adding Third-Party Authentication to Open edX: A Case StudyJohn Cox, Pavel Simakov. 277-280 [doi]
• Game Theory based Peer Grading Mechanisms for MOOCsWilliam Wu, Constantinos Daskalakis, Nicolaas Kaashoek, Christos Tzamos, S. Matthew Weinberg. 281-286 [doi]
• Peers in MOOCs: Lessons Based on the Education Production Function, Collective Action, and an ExperimentBetsy Anne Williams. 287-292 [doi]
• TELLab: An Experiential Learning Tool for PsychologyNa Li, Krzysztof Z. Gajos, Ken Nakayama, Ryan Enos. 293-297 [doi]
• Identifying Content-Related Threads in MOOC Discussion ForumsYi Cui, Alyssa Friend Wise. 299-303 [doi]
• Understanding Learners' General Perception Towards Learning with MOOC Classmates: An Exploratory StudySoon Hau Chua, Juho Kim, Toni-Jan Keith Monserrat, Shengdong Zhao. 305-308 [doi]
• M-CAFE: Managing MOOC Student Feedback with Collaborative FilteringMo Zhou, Alison Cliff, Allen Huang, Sanjay Krishnan, Brandie Nonnecke, Kanji Uchino, Samuel Joseph, Armando Fox, Ken Goldberg. 309-312 [doi]
• Item Ordering Effects with Qualitative Explanations using Online Adaptive Tutoring DataSteven Tang, Elizabeth McBride, Hannah Gogel, Zachary A. Pardos. 313-316 [doi]
• Learnersourcing of Complex AssessmentsPiotr Mitros. 317-320 [doi]
• Supporting Face-to-Face Like Communication Modalities for Asynchronous Assignment Feedback in Math EducationBernie Randles, DongWook Yoon, Amy Cheatle, Malte Jung, François Guimbretière. 321-326 [doi]
• Practical Measures of Learning BehaviorsAndrew E. Krumm, Cynthia D'Angelo, Timothy E. Podkul, Mingyu Feng, Hiroyuki Yamada, Rachel Beattie, Heather Hough, Chris Thorn. 327-330 [doi]
• Demographic Differences in a Growth Mindset Incentive Structure for Educational GamesEleanor O'Rourke, Yvonne Chen, Kyla Haimovitz, Carol S. Dweck, Zoran Popovic. 331-334 [doi]
• Behavior Prediction in MOOCs using Higher Granularity Temporal InformationCheng Ye, John S. Kinnebrew, Gautam Biswas, Brent J. Evans, Douglas H. Fisher, Gayathri Narasimham, Katherine A. Brady. 335-338 [doi]
• Analysis of a Large-Scale Formative Writing Assessment System with Automated FeedbackPeter W. Foltz, Mark Rosenstein. 339-342 [doi]
• Designing MOOCs as Interactive Places for Collaborative LearningSaijing Zheng, Mary Beth Rosson, Patrick C. Shih, John M. Carroll. 343-346 [doi]
• Toward the Evaluation of Educational Videos using Bayesian Knowledge Tracing and Big DataZachary MacHardy, Zachary A. Pardos. 347-350 [doi]
• The Visible and Invisible in a MOOC Discussion ForumEni Mustafaraj, Jessica Bu. 351-354 [doi]
• Exploring Collaborative Storytelling as a Method for Creating Educational GamesRuth Wylie, Ed Finn, Joseph Eschrich, Kiyash Monsef, Robert Hawkins. 355-358 [doi]
• Do Numeric Ratings Impact Peer Reviewers?Catherine M. Hicks, C. Ailie Fraser, Purvi Desai, Scott Klemmer. 359-362 [doi]
• Learner-Sourcing in an Engineering Class at ScaleElena L. Glassman, Christopher J. Terman, Robert C. Miller. 363-366 [doi]
• Clustering Student Programming Assignments to Multiply Instructor LeverageHezheng Yin, Joseph Bahman Moghadam, Armando Fox. 367-372 [doi]
• Feature Factory: Crowd Sourced Feature DiscoveryKalyan Veeramachaneni, Kiarash Adl, Una-May O'Reilly. 373-376 [doi]
• Are You Listening?: Social Roles and Perceived Value of Statements in Online Learning CommunitiesRuth Shillair, Rick Wash. 377-380 [doi]
• All It Takes Is One: Evidence for a Strategy for Seeding Large Scale Peer Learning InteractionsMarti A. Hearst, Armando Fox, Derrick Coetzee, Björn Hartmann. 381-383 [doi]
• Evaluating the Relationship Between Course Structure, Learner Activity, and Perceived Value of Online CoursesIdo Roll, Leah Macfadyen, Debra Sandilands. 385-388 [doi]
• Cultural Relevance in MOOCs: Asking About Socioeconomic ContextAnna Kasunic, Jessica Hammer, Amy Ogan. 389-392 [doi]
• Does Online Q&A Activity Vary Based on Topic: A Comparison of Technical and Non-technical Stack Exchange ForumsSaif Ahmed, Seungwon Yang, Aditya Johri. 393-398 [doi]
• Clustering-Based Active Learning for CPSGraderGarvit Juniwal, Sakshi Jain, Alexandre Donzé, Sanjit A. Seshia. 399-403 [doi]
• Learning Experiments Using AB Testing at ScaleChristopher Chudzicki, David E. Pritchard, Zhongzhou Chen. 405-408 [doi]
• Using and Designing Platforms for In Vivo Educational ExperimentsJoseph Jay Williams, Korinn Ostrow, Xiaolu Xiong, Elena Glassman, Juho Kim, Samuel G. Maldonado, Na Li, Justin Reich, Neil T. Heffernan. 409-412 [doi]
• Supporting Instructors in Collaborating with Researchers using MOOCletsJoseph Jay Williams, Juho Kim, Brian Keegan. 413-416 [doi]
• Viz-R: Using Recency to Improve Student and Domain ModelsIlya M. Goldin, April Galyardt. 417-420 [doi]
• Learning the Features Used To Decide How to TeachMin-Hyung Lee, Joe Runde, Warfa Jibril, Zhuoying Wang, Emma Brunskill. 421-424 [doi]