Abstract is missing.
- The Civic Mission of MOOCs: Measuring Engagement across Political Differences in ForumsJustin Reich, Brandon M. Stewart, Kimia Mavon, Dustin Tingley. 1-10 [doi]
- Mobile Devices for Early Literacy Intervention and Research with Global ReachCynthia Breazeal, Robin Morris, Stephanie Gottwald, Tinsley A. Galyean, Maryanne Wolf. 11-20 [doi]
- Online Urbanism: Interest-based Subcultures as Drivers of Informal Learning in an Online CommunityBen U. Gelman, Chris Beckley, Aditya Johri, Carlotta Domeniconi, Seungwon Yang. 21-30 [doi]
- Effects of In-Video Quizzes on MOOC Lecture ViewingGeza Kovacs. 31-40 [doi]
- Brain Points: A Deeper Look at a Growth Mindset Incentive Structure for an Educational GameEleanor O'Rourke, Erin Peach, Carol S. Dweck, Zoran Popovic. 41-50 [doi]
- Explaining Student Behavior at Scale: The Influence of Video Complexity on Student Dwelling TimeFrans van der Sluis, Jasper Ginn, Tim Van der Zee. 51-60 [doi]
- The Future of LearningSugata Mitra. 61-62 [doi]
- Using Multiple Accounts for Harvesting Solutions in MOOCsJosé A. Ruipérez Valiente, Giora Alexandron, Zhongzhou Chen, David E. Pritchard. 63-70 [doi]
- How Mastery Learning Works at ScaleSteven Ritter, Michael Yudelson, Stephen E. Fancsali, Susan R. Berman. 71-79 [doi]
- $1 Conversational Turn Detector: Measuring How Video Conversations Affect Student Learning in Online ClassesAdam Stankiewicz, Chinmay Kulkarni. 81-88 [doi]
- Course Builder Skill MapsBoris Roussev, Pavel Simakov, John Orr, Amit Deutsch, John Cox, Michael Lenaghan, Mike Gainer. 89-92 [doi]
- Learning Student and Content Embeddings for Personalized Lesson Sequence RecommendationSiddharth Reddy, Igor Labutov, Thorsten Joachims. 93-96 [doi]
- Supporting Scalable Data Sharing in Online EducationStephen Cummins, Alastair R. Beresford, Ian Davies, Andrew C. Rice. 97-100 [doi]
- Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOCRené F. Kizilcec, Mar Pérez-Sanagustín, Jorge J. Maldonado. 101-104 [doi]
- Investigating the Use of Hints in Online Problem SolvingStephen Cummins, Alistair Stead, Lisa Jardine-Wright, Ian Davies, Alastair R. Beresford, Andrew C. Rice. 105-108 [doi]
- A Scalable Learning Analytics Platform for Automated Writing FeedbackNicholas Lewkow, Jacqueline L. Feild, Neil Zimmerman, Mark Riedesel, Alfred Essa, David Boulanger, Jeremie Seanosky, Vive Kumar, Kinshuk, Sandhya Kode. 109-112 [doi]
- The Opportunity Count Model: A Flexible Approach to Modeling Student PerformanceYan Wang, Korinn Ostrow, Seth Adjei, Neil T. Heffernan. 113-116 [doi]
- The Unexpected Pedagogical Benefits of Making Higher Education AccessibleDavid A. Joyner, Ashok K. Goel, Charles Isbell. 117-120 [doi]
- Expert Evaluation of 300 Projects per DayDavid A. Joyner. 121-124 [doi]
- Metaphors for Learning and MOOC PedagogiesKaren Swan, Scott Day, Leonard Bogle. 125-128 [doi]
- Observing URL Sharing Behaviour in Massive Online Open CoursesSilvia Elena Gallagher, Timothy Savage. 129-132 [doi]
- Illusion of Progress is Moar Addictive than Cat PicturesLeo Leppänen, Lassi Vapaakallio, Arto Vihavainen. 133-136 [doi]
- Enabling Schema Agnostic Learning Analytics in a Service-Oriented MOOC PlatformJan Renz, Gerado Navarro-Suarez, Rowshan Sathi, Thomas Staubitz, Christoph Meinel. 137-140 [doi]
- Designing Videos with Pedagogical Strategies: Online Students' Perceptions of Their EffectivenessChaohua Ou, Ashok K. Goel, David A. Joyner, Daniel F. Haynes. 141-144 [doi]
- Optimizing the Amount of Practice in an On-Line PlatformKim M. Kelly, Neil T. Heffernan. 145-148 [doi]
- Optimally Discriminative Choice Sets in Discrete Choice Models: Application to Data-Driven Test DesignIgor Labutov, Kelvin Luu, Hod Lipson, Christoph Studer. 149-152 [doi]
- Identifying Student Misunderstandings using Constructed ResponsesKristin Stephens-Martinez, An Ju, Colin Schoen, John DeNero, Armando Fox. 153-156 [doi]
- The Distributed Esteemed Endorser Review: A Novel Approach to Participant Assessment in MOOCsJennifer S. Kay, Tyler J. Nolan, Thomas M. Grello. 157-160 [doi]
- Evaluating the 'Student' Experience in MOOCsLorenzo Vigentini, Catherine Zhao. 161-164 [doi]
- Personalized Adaptive Learning using Neural NetworksDevendra Singh Chaplot, Eunhee Rhim, Jihie Kim. 165-168 [doi]
- Understanding ESL Students' Motivations to Increase MOOC AccessibilityJudith Uchidiuno, Amy Ogan, Evelyn Yarzebinski, Jessica Hammer. 169-172 [doi]
- LINK-REPORT: Outcome Analysis of Informal Learning at ScaleXiang Fu, Tyler Befferman, M. D. Burghardt. 173-176 [doi]
- Beetle-Grow: An Effective Intelligent Tutoring System for Data CollectionElaine Farrow, Myroslava O. Dzikovska, Johanna D. Moore. 177-180 [doi]
- ASSISTments Dataset from Multiple Randomized Controlled ExperimentsDouglas Selent, Thanaporn Patikorn, Neil T. Heffernan. 181-184 [doi]
- Predicting Student Learning using Log Data from Interactive Simulations on Climate ChangeElizabeth McBride, Jonathan M. Vitale, Hannah Gogel, Mario M. Martinez, Zachary A. Pardos, Marcia C. Linn. 185-188 [doi]
- A Constructionist Toolkit for Learning Elementary Web Development at ScaleMeen Chul Kim, Thomas H. Park, Brian Lee, Sukrit Chhabra, Andrea Forte. 189-192 [doi]
- Using Android Wear for Avoiding Procrastination Behaviours in MOOCsCristóbal Romero, Rebeca Cerezo, Jose Antonio Espino, Manuel Bermudez. 193-196 [doi]
- Beyond Traditional Metrics: Using Automated Log Coding to Understand 21st Century Learning OnlineDenise Nacu, Caitlin Kennedy Martin, Michael Schutzenhofer, Nichole Pinkard. 197-200 [doi]
- A Framework for Topic Generation and Labeling from MOOC DiscussionsThushari Atapattu, Katrina E. Falkner. 201-204 [doi]
- A Preliminary Look at MOOC-associated Facebook Groups: Prevalence, Geographic Representation, and HomophilyAnna Kasunic, Jessica Hammer, Robert Kraut, Michael Massimi, Amy Ogan. 205-208 [doi]
- Structured Knowledge Tracing Models for Student Assessment on CourseraZhuo Wang, Jile Zhu, Xiang Li, Zhiting Hu, Ming Zhang. 209-212 [doi]
- Predicting Students' Standardized Test Scores Using Online HomeworkMingyu Feng, Jeremy Roschelle. 213-216 [doi]
- Predicting Students' Performance: Incremental Interaction ClassifiersMiguel Sánchez-Santillán, M. Puerto Paule-Ruíz, Rebeca Cerezo, J. Carlos Núñez. 217-220 [doi]
- Learning at Scale: Using an Evidence Hub To Make Sense of What We KnowRebecca Ferguson. 221-224 [doi]
- Elice: An online CS Education Platform to Understand How Students Learn ProgrammingSuin Kim, Jae-Won Kim, Jungkook Park, Alice H. Oh. 225-228 [doi]
- Work in Progress: Student Behaviors Using Feedback in a Blended Physics Undergraduate ClassroomJennifer DeBoer, Lori Breslow. 229-232 [doi]
- Macro Data for Micro Learning: Developing the FUN! Tool for Automated Assessment of LearningTaylor Martin, Sarah Brasiel, Soojeong Jeong, Kevin Close, Kevin Lawanto, Phil Janisciewcz. 233-236 [doi]
- PEER Support In MOOCs: The Role Of Social PresenceKwamena Appiah-Kubi, Duncan Rowland. 237-240 [doi]
- Peer Reviewing Short Answers using Comparative JudgementPushkar Kolhe, Michael L. Littman, Charles L. Isbell. 241-244 [doi]
- Assessing Problem-Solving Process At ScaleShuchi Grover, Marie A. Bienkowski, John Niekrasz, Matthias Hauswirth. 245-248 [doi]
- Designing for Open Learning: Design Principles and Scalability Affordances in PracticeOlga Firssova, Francis Brouns, Marco Kalz. 249-252 [doi]
- Towards Cross-domain MOOC Forum Post ClassificationAneesha Bakharia. 253-256 [doi]
- Scaling up Online Question Answering via Similar Question RetrievalChase Geigle, ChengXiang Zhai. 257-260 [doi]
- Challenge and Potential of Fine Grain, Cross-Institutional Learning DataAlan Dix. 261-264 [doi]
- Open-DLAs: An Open Dashboard for Learning AnalyticsRuth Cobos, Silvia Gil, Angel Lareo, Francisco A. Vargas. 265-268 [doi]
- Profiling MOOC Course Returners: How Does Student Behavior Change Between Two Course Enrollments?Vitomir Kovanovic, Srecko Joksimovic, Dragan Gasevic, James Owers, Anne-Marie Scott, Amy Woodgate. 269-272 [doi]
- Making the Production of Learning at Scale More Open and FlexibleTina Papathoma, Rebecca Ferguson, Allison Littlejohn, Angela Coe. 273-276 [doi]
- Browser Language Preferences as a Metric for Identifying ESL Speakers in MOOCsJudith Uchidiuno, Amy Ogan, Kenneth R. Koedinger, Evelyn Yarzebinski, Jessica Hammer. 277-280 [doi]
- An Investigation of the Effects of Online Test Strategy on Students' Learning BehaviorsTzu-Chi Yang, Dai Ling Shih, Meng Chang Chen. 281-284 [doi]
- TAPS: A MOSS Extension for Detecting Software Plagiarism at ScaleDana Sheahen, David A. Joyner. 285-288 [doi]
- A Queueing Network Model for Spaced RepetitionSiddharth Reddy, Igor Labutov, Siddhartha Banerjee. 289-292 [doi]
- Promoting Student Engagement in MOOCsJiye Baek, Jesse Shore. 293-296 [doi]
- Exploring the Effects of Lightweight Social Incentives on Learner Performance in MOOCsKatherine A. Brady, Douglas H. Fisher, Gayathri Narasimham. 297-300 [doi]
- Supporting Peer Instruction with Evidence-Based Online Instructional TemplatesTricia Ngoon, Alexander Gamero-Garrido, Scott Klemmer. 301-304 [doi]
- Learning about Teaching in Low-Resource Indian ContextsAditya Vishwanath, Arkadeep Kumar, Neha Kumar. 305-308 [doi]
- Modeling Student Scheduling Preferences in a Computer-Based Testing FacilityMatthew West, Craig B. Zilles. 309-312 [doi]
- Bringing Non-programmer Authoring of Intelligent Tutors to MOOCsVincent Aleven, Ryan Baker, Yuan Wang, Jonathan Sewall, Octav Popescu. 313-316 [doi]
- Automatically Learning to Teach to the Learning ObjectivesRika Antonova, Joe Runde, Min-Hyung Lee, Emma Brunskill. 317-320 [doi]
- Deep Neural Networks and How They Apply to Sequential Education DataSteven Tang, Joshua C. Peterson, Zachary A. Pardos. 321-324 [doi]
- Thesis Writer (TW): Tapping Scale Effects in Academic Writing InstructionChristian Rapp, Otto Kruse. 325-326 [doi]
- e-Tutor: Scaling Staff Development in the Area of e-Learning CompetencesChristian Rapp, Yasemin Gülbahar. 327-328 [doi]
- A Demonstration of ANALYSE: A Learning Analytics Tool for Open edXHéctor J. Pijeira Díaz, Javier Santofimia Ruiz, José A. Ruipérez Valiente, Pedro J. Muñoz Merino, Carlos Delgado Kloos. 329-330 [doi]
- Beetle-Grow: An Effective Intelligent Tutoring System to Support Conceptual ChangeElaine Farrow, Johanna D. Moore. 331-332 [doi]
- Studying Learning at Scale with the ASSISTments TestBedKorinn S. Ostrow, Neil T. Heffernan. 333-334 [doi]
- Instructor Dashboards In EdXColin Fredericks, Glenn Lopez, Victor Shnayder, Saif Rayyan, Daniel T. Seaton. 335-336 [doi]
- Elivate: A Real-Time Assistant for Students and Lecturers as Part of an Online CS Education PlatformSuin Kim, Jae-Won Kim, Jungkook Park, Alice Oh. 337-338 [doi]
- Effective Pedagogy at Scale: Social Learning and Citizen InquiryMike Sharples. 339-340 [doi]
- A Data-Driven Approach for Inferring Student Proficiency from Game Activity LogsMohammad Hassan Falakmasir, José P. González-Brenes, Geoffrey J. Gordon, Kristen E. DiCerbo. 341-349 [doi]
- An Exploration of Automated Grading of Complex AssignmentsChase Geigle, ChengXiang Zhai, Duncan C. Ferguson. 351-360 [doi]
- Fuzz Testing Projects in Massive CoursesSumukh Sridhara, Brian Hou, Jeffrey Lu, John DeNero. 361-367 [doi]
- Peer Grading in a Course on Algorithms and Data Structures: Machine Learning Algorithms do not Improve over Simple BaselinesMehdi S. M. Sajjadi, Morteza Alamgir, Ulrike von Luxburg. 369-378 [doi]
- AXIS: Generating Explanations at Scale with Learnersourcing and Machine LearningJoseph Jay Williams, Juho Kim, Anna N. Rafferty, Samuel G. Maldonado, Krzysztof Z. Gajos, Walter S. Lasecki, Neil T. Heffernan. 379-388 [doi]
- Improving the Peer Assessment Experience on MOOC PlatformsThomas Staubitz, Dominic Petrick, Matthias Bauer, Jan Renz, Christoph Meinel. 389-398 [doi]
- Graders as Meta-Reviewers: Simultaneously Scaling and Improving Expert Evaluation for Large Online ClassroomsDavid A. Joyner, Wade Ashby, Liam Irish, Yeeling Lam, Jacob Langson, Isabel Lupiani, Mike Lustig, Paige Pettoruto, Dana Sheahen, Angela Smiley, Amy Bruckman, Ashok K. Goel. 399-408 [doi]
- Learning Transfer: Does It Take Place in MOOCs? An Investigation into the Uptake of Functional Programming in PracticeGuanliang Chen, Dan Davis, Claudia Hauff, Geert-Jan Houben. 409-418 [doi]
- The Role of Social Media in MOOCs: How to Use Social Media to Enhance Student RetentionSaijing Zheng, Kyungsik Han, Mary Beth Rosson, John M. Carroll. 419-428 [doi]
- Practical Learning Research at ScaleKen Koedinger. 429 [doi]