Table of Contents

• Accelerated apprenticeship: teaching data science problem solving skills at scaleLujie Chen, Artur Dubrawski. [doi]
• OARS: exploring instructor analytics for online learningJonathan Bassen, Iris Howley, Ethan Fast, John Mitchell, Candace Thille. [doi]
• A content engagement score for online learning platformsVivek Singh, Balaji Padmanabhan, Triparna de Vreede, Gert-Jan de Vreede, Stephanie Andel, Paul E. Spector, Steve Benfield, Ahmad Aslami. [doi]
• Team based assignments in MOOCs: results and observationsThomas Staubitz, Christoph Meinel. [doi]
• A deep learning model for automatic evaluation of academic engagementChen Sun, Fan Xia, Ye Wang, Yan Liu, Weining Qian, Aoying Zhou. [doi]
• Towards making block-based programming activities adaptiveTomás Effenberger, Radek Pelánek. [doi]
• Towards adapting to learners at scale: integrating MOOC and intelligent tutoring frameworksVincent Aleven, Jonathan Sewall, Juan Miguel L. Andres, Robert A. Sottilare, Rodney A. Long, Ryan Baker. [doi]
• An automatic knowledge graph construction system for K-12 educationPenghe Chen, Yu Lu, Vincent W. Zheng, Xiyang Chen, Xiaoqing Li. [doi]
• Toward a large-scale open learning system for data managementSean Murthy, Andrew Figueroa, Steven Rollo. [doi]
• Grading at scale in earsketchAvneesh Sarwate, Creston Brunch, Jason Freeman, Sebastien Siva. [doi]
• Towards domain general detection of transactive knowledge building behaviorJames Fiacco, Carolyn Penstein Rosé. [doi]
• Measuring item similarity in introductory programmingRadek Pelánek, Tomás Effenberger, Matej Vanek, Vojtech Sassmann, Dominik Gmiterko. [doi]
• Toward CS1 at scale: building and testing a MOOC-for-credit candidateDavid Joyner. [doi]
• Exploring the impact of the default option on student engagement and performance in a statistics MOOCEmma Brunskill, Dawn Zimmaro, Candace Thille. [doi]
• Effects of automated interventions in programming assignments: evidence from a field experimentRalf Teusner, Thomas Hille, Thomas Staubitz. [doi]
• How do professors format exams?: an analysis of question variety at scalePaul Laskowski, Sergey Karayev, Marti A. Hearst. [doi]
• The phoenix corps: a graphic novel for scalable online learning researchPetr Johanes. [doi]
• Information overload and online collaborative learning: insights from agent-based modelingShimin Zhang. [doi]
• Designing a learning analytics dashboard for twitter-facilitated teachingAnatoliy A. Gruzd, Nadia Conroy. [doi]
• Use expert knowledge instead of data: generating hints for hour of code exercisesMilo Buwalda, Johan Jeuring, Nico Naus. [doi]
• The potential of interdisciplinary in MOOC research: how do education and computer science intersect?Kristine Lund, Bodong Chen, Sebastian Grauwin. [doi]
• WebLinux: a scalable in-browser and client-side Linux and IDERémi Sharrock, Lawrence Angrave, Ella Hamonic. [doi]
• Toward large-scale learning design: categorizing course designs in service of supporting learning outcomesDan Davis, Daniel Seaton, Claudia Hauff, Geert-Jan Houben. [doi]
• Addressing two problems in deep knowledge tracing via prediction-consistent regularizationChun-Kit Yeung, Dit-Yan Yeung. [doi]
• Representing and predicting student navigational pathways in online college coursesRenzhe Yu, Daokun Jiang, Mark Warschauer. [doi]
• From online learning to offline action: using MOOCs for job-embedded teacher professional developmentAlyssa Napier, Elizabeth Huttner-Loan, Justin Reich. [doi]
• Adaptive natural-language targeting for student feedbackY. Alex Kolchinski, Sherry Ruan, Dan Schwartz, Emma Brunskill. [doi]
• Pilot study on optimal task scheduling in learningLin Ling, Chee-Wei Tan 0001. [doi]
• How much randomization is needed to deter collaborative cheating on asynchronous exams?Binglin Chen, Matthew West 0001, Craig B. Zilles. [doi]
• Who downloads online content and why?Katherine A. Brady, Gayathri Narasimham, Douglas H. Fisher. [doi]
• How a data-driven course planning tool affects college students' GPA: evidence from two field experimentsSorathan Chaturapruek, Thomas S. Dee, Ramesh Johari, René F. Kizilcec, Mitchell L. Stevens. [doi]
• Refocusing the lens on engagement in MOOCsR. Wes Crues, Nigel Bosch, Michelle Perry, Lawrence Angrave, Najmuddin Shaik, Suma Bhat. [doi]
• Multimedia learning principles at scale predict quiz performanceAnita B. Delahay, Marsha C. Lovett. [doi]
• Replicating MOOC predictive models at scaleJosh Gardner, Christopher Brooks, Juan Miguel L. Andres, Ryan Baker. [doi]
• Contemporary online course design recommendations to support women's cognitive developmentVirginia L. Byrne. [doi]
• Transformative approaches in distance online education: aligning evidence to influence the design of teaching at scalePatrick McAndrew, Stamatina Anastopoulou, Eileen Scanlon. [doi]
• Exploring the utility of response times and wrong answers for adaptive learningRadek Pelánek. [doi]
• The potential for scientific outreach and learning in mechanical turk experimentsEunice Jun, Morelle Arian, Katharina Reinecke. [doi]
• The unbearable lightness of consent: mapping MOOC providers' response to consentMohammad Khalil, Paul Prinsloo, Sharon Slade. [doi]
• Electronixtutor integrates multiple learning resources to teach electronics on the webBrent Morgan, Andrew J. Hampton, Zhiqiang Cai, Andrew Tackett, Lijia Wang, Xiangen Hu, Arthur C. Graesser. [doi]
• Toward large-scale automated scoring of scientific visual modelsChee Wee Leong, Lei Liu, Rutuja Ubale, Lei Chen. [doi]
• Glanceable code history: visualizing student code for better instructor feedbackCaitlin Cassidy, Max Goldman, Robert C. Miller. [doi]
• Students, systems, and interactions: synthesizing the first four years of [email protected] and charting the futureSean Kross, Philip J. Guo. [doi]
• Classifying and visualizing students' cognitive engagement in course readingsEran Yogev, Kobi Gal, David R. Karger, Marc T. Facciotti, Michele Igo. [doi]
• The effects of adaptive learning in a massive open online course on learners' skill developmentYigal Rosen, Ilia Rushkin, Rob Rubin, Liberty Munson, Andrew M. Ang, Gregory Weber, Glenn Lopez, Dustin Tingley. [doi]
• Elicast: embedding interactive exercises in instructional programming screencastsJungkook Park, Yeong Hoon Park, Jinhan Kim, Jeongmin Cha, Suin Kim, Alice Oh. [doi]
• WPSS: dropout prediction for MOOCs using course progress normalization and subset selectionYuqian Chai, Chi-Un Lei, Xiao Hu, Yu-Kwong Kwok. [doi]
• Docent: transforming personal intuitions to scientific hypotheses through content learning and process trainingVineet Pandey, Justine W. Debelius, Embriette R. Hyde, Tomasz Kosciolek, Rob Knight, Scott R. Klemmer. [doi]
• Longitudinal trends in sentiment polarity and readability of an online masters of computer science courseIda Camacho, Ashok Goel. [doi]
• The impact of the peer review process evolution on learner performance in e-learning environmentsMatthew Montebello, Petrilson Pinheiro, Bill Cope, Mary Kalantzis, Tabassum Amina, Duane Searsmith, Dungyun Cao. [doi]
• Combining adaptivity with progression ordering for intelligent tutoring systemsTong Mu, Shuhan Wang, Erik Andersen, Emma Brunskill. [doi]
• The relationship between scientific explanations and the proficiencies of content, inquiry, and writingHaiying Li, Janice D. Gobert, Rachel Dickler. [doi]
• XIPIt: updating the XIP dashboard to support educators in essay marking at higher educationDuygu Bektik. [doi]
• QG-net: a data-driven question generation model for educational contentZichao Wang, Andrew S. Lan, Weili Nie, Andrew E. Waters, Phillip J. Grimaldi, Richard G. Baraniuk. [doi]
• Gamifying higher education: enhancing learning with mobile game appFarshida Zafar, Jacqueline Wong, Mohammad Khalil. [doi]
• Supporting answerers with feedback in social Q&AJohn Frens, Erin Walker, Gary Hsieh. [doi]
• Virtualizing face-2-face trainings for training senior professionals: a comparative case study on financial auditorsViktoria Pammer-Schindler, Stefan Thalmann, Angela Fessl, Julia Füssel. [doi]
• Student trust in e-authenticationChris Edwards, Wayne Holmes, Denise Whitelock, Ale Okada. [doi]
• An active viewing framework for video-based learningSamuel Dodson, Ido Roll, Matthew Fong, DongWook Yoon, Negar M. Harandi, Sidney Fels. [doi]
• Codemotion: expanding the design space of learner interactions with computer programming tutorial videosKandarp Khandwala, Philip J. Guo. [doi]
• Rain classroom: a tool for blended learning with MOOCsShuaiguo Wang, Youjie Chen. [doi]
• Squeezing the limeade: policies and workflows for scalable online degreesDavid Joyner. [doi]
• Managing and analyzing student learning data: a python-based solution for edXVita Lampietti, Anindya Roy, Sheryl Barnes. [doi]