Abstract is missing.
- Second Workshop on Educational A/B Testing at ScaleSteven Ritter, Neil T. Heffernan, Joseph Jay Williams, Derek Lomas, Klinton Bicknell. 1-3 [doi]
- Learning Engineering @ ScaleJim Goodell, Aaron Kessler, Mary Ellen Wiltrout, Monika Avello. 5-7 [doi]
- Scale: A Window onto Universal Laws of Growth, Living and Dying in Organisms, Cities and CompaniesGeoffrey B. West. 9 [doi]
- Co-Evolution of Human Capabilities and Intelligent Technologies for Digital EducationSanna Järvelä. 11 [doi]
- Revisiting Transparency and Fairness in Algorithmic Systems Through the Lens of Public Education and EngagementMotahhare Eslami. 13 [doi]
- The MOOClet Framework: Unifying Experimentation, Dynamic Improvement, and Personalization in Online CoursesMohi Reza, Juho Kim, Ananya Bhattacharjee, Anna N. Rafferty, Joseph Jay Williams. 15-26 [doi]
- Generating Response-Specific Elaborated Feedback Using Long-Form Neural Question AnsweringAndrew M. Olney. 27-36 [doi]
- Toward Personalizing Students' Education with Crowdsourced TutoringEthan Prihar, Thanaporn Patikorn, Anthony Botelho, Adam Sales, Neil Heffernan. 37-45 [doi]
- Content-Neutral Immersive Environments for Cultivating Scalable CamaraderieDavid A. Joyner, Akhil Mavilakandy, Ishaani Mittal, Denise G. Kutnick, Blair MacIntyre. 47-58 [doi]
- Setting up, Troubleshooting, and Innovating on the Delivery of Online Instruction: A Case Study of an LMS Q&A ForumKavana Ramesh, Laton Vermette, Parmit K. Chilana. 59-67 [doi]
- Automating the Assessment of Problem-solving Practices Using Log Data and Data Mining TechniquesKaren D. Wang, Shima Salehi, Max Arseneault, Krishnan Nair, Carl E. Wieman. 69-76 [doi]
- Domain Experts' Interpretations of Assessment Bias in a Scaled, Online Computer Science CurriculumBenjamin Xie, Matthew J. Davidson, Baker Franke, Emily McLeod, Min Li, Amy J. Ko. 77-89 [doi]
- Should College Dropout Prediction Models Include Protected Attributes?Renzhe Yu, Hansol Lee, René F. Kizilcec. 91-100 [doi]
- Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and SuggestionsReza Hadi Mogavi, Yankun Zhao, Ehsan ul Haq, Pan Hui 0001, Xiaojuan Ma. 101-115 [doi]
- Blending Peer Instruction with Just-In-Time Teaching: Jointly Optimal Task Scheduling with Feedback for Classroom FlippingJingting Li, Lin Ling, Chee-Wei Tan 0001. 117-126 [doi]
- What's the Point? How Scores Undermine Written Comments on Open-Ended WorkPatrick A. Crain, Brian P. Bailey. 127-138 [doi]
- Employing Peer Review to Evaluate the Quality of Student Generated Content at Scale: A Trust Propagation ApproachAli Darvishi, Hassan Khosravi, Shazia W. Sadiq. 139-150 [doi]
- Comparative Analysis of the Feature Extraction Approaches for Predicting Learners Progress in Online Courses: MicroMasters Credential versus Traditional MOOCsFarahnaz Soleimani, Jeonghyun Lee. 151-159 [doi]
- Using Social Norms to Promote Actions Beyond the CourseJi Yong Cho, Yue Li, Anne K. Armstrong, Alex Russ, Marianne E. Krasny, René F. Kizilcec. 161-172 [doi]
- A Machine Learning Approach for Suggesting Feedback in Textual Exercises in Large CoursesJan Philip Bernius, Stephan Krusche, Bernd Bruegge. 173-182 [doi]
- Classification of Discussions in MOOC Forums: An Incremental Modeling ApproachAnastasios Ntourmas, Yannis A. Dimitriadis, Sophia Daskalaki, Nikolaos M. Avouris. 183-194 [doi]
- Applying the Behavior Change Technique Taxonomy from Public Health Interventions to Educational ResearchJi Yong Cho, René F. Kizilcec. 195-207 [doi]
- Examining the Effects of Student Participation and Performance on the Quality of Learnersourcing Multiple-Choice QuestionsSteven Moore, Huy A. Nguyen, John C. Stamper. 209-220 [doi]
- What's In It for the Learners? Evidence from a Randomized Field Experiment on Learnersourcing Questions in a MOOCAnjali Singh, Christopher Brooks 0001, Yiwen Lin, Warren Li. 221-233 [doi]
- Exploring Additional Personalized Support While Attempting Exercise Problems in Online Learning PlatformsYuya Asano, Madhurima Dutta, Trisha Thakur, Jaemarie Solyst, Stephanie Cristea, Helena Jovic, Andrew Petersen, Joseph Jay Williams. 235-238 [doi]
- Characterizing Amateur Tutoring Behavior on a Large Online Learning PlatformDapeng Shan, Prasanta Bhattacharya, Ben Kao, Tuan Phan. 239-242 [doi]
- Forecasting Undergraduate Majors Using Academic Transcript DataDavid Lang, Alex Wang, Nathan Dalal, Andreas Paepcke, Mitchell L. Stevens. 243-246 [doi]
- Analyzing Student Reflection Sentiments and Problem-Solving Procedures in MOOCsAlexander Shashkov, Robert Gold, Erik Hemberg, ByeongJo Kong, Ana Bell, Una-May O'Reilly. 247-250 [doi]
- The Impact of Mobile Learning on Students' Self-Test Behavior in MOOCsMax Bothe, Christoph Meinel. 251-254 [doi]
- Combining Collaborative Reflection based on Worked-Out Examples with Problem-Solving Practice: Designing Collaborative Programming Projects for Learning at ScaleSreecharan Sankaranarayanan, Siddharth Reddy Kandimalla, Christopher Bogart, R. Charles Murray, Michael Hilton, Majd Sakr, Carolyn P. Rosé. 255-258 [doi]
- Data-informed Decision-making in TEFA Processes: An Empirical Study of a Process Derived from Peer-InstructionRialy Andriamiseza, Franck Silvestre, Jean-François Parmentier, Julien Broisin. 259-262 [doi]
- Personalization at Scale: Making Learning Personally Relevant in a Climate Science MOOCIdo Roll, Ilana Ram, Sara Harris. 263-266 [doi]
- Introducing Data Wrangling using Graphical Subgoals - Findings from an e-Learning StudyLovisa Sundin, Quintin I. Cutts. 267-270 [doi]
- A Novel Framework for Discovering Cognitive Models of LearningJinjin Zhao, Candace Thille, Neelesh Gattani, Dawn Zimmaro. 271-274 [doi]
- Teaching the Masses on Twitch: An Initial Exploration of Educational Live-StreamingHendrik Steinbeck, Ralf Teusner, Christoph Meinel. 275-278 [doi]
- Student Perceptions of Social Support in the Transition to Emergency Remote InstructionJi Yong Cho, Ian Wilkie Tomasik, Hui Yang, René F. Kizilcec. 279-282 [doi]
- Exploring Design Choices in Data-driven Hints for Python Programming HomeworkThomas W. Price, Samiha Marwan, Joseph Jay Williams. 283-286 [doi]
- Learning Analytics Dashboard Research Has Neglected Diversity, Equity and InclusionKimberly Williamson, René F. Kizilcec. 287-290 [doi]
- Assessing Function Names and Quantifying the Relationship Between Identifiers and Their Functionality to Improve ThemCharis Charitsis, Chris Piech, John Mitchell. 291-294 [doi]
- Toward Effective Courseware at Scale: Investigating Automatically Generated Questions as Formative PracticeRachel Van Campenhout, Nick Brown, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson. 295-298 [doi]
- Re-Design Classroom into MOOC-like Content With Remote Face-to-Face Sessions During the COVID-19 Pandemic: A Case Study in Graduate SchoolShun Arima, Motoki Yasui, Keiko Okawa. 299-302 [doi]
- Components of Assessments and Grading At ScaleBobbie Lynn Eicher, David Joyner. 303-306 [doi]
- Impact of Contextual Tips for Auto-Gradable Programming Exercises in MOOCsSebastian Serth, Ralf Teusner, Christoph Meinel. 307-310 [doi]
- Scaling Up Data Science Course Projects: A Case StudyBhavya, Jinfeng Xiao, ChengXiang Zhai. 311-314 [doi]
- What do I need to know? Designing Student Learning Tools that Aid Interaction with Recorded Lecture ContentShipi Dhanorkar, D. Benjamin Hellar, Mary Beth Rosson. 315-318 [doi]
- Modeling Temporal Association of Cognition-Topic in MOOC Discussion to Track Learners' Cognitive Engagement DynamicsZhi Liu, Rui Mu, Shiqi Liu, Xian Peng, Sannyuya Liu. 319-322 [doi]
- Analyzing Patterns in Student SQL Solutions via Levenshtein Edit DistanceSophia Yang, Ziyuan Wei, Geoffrey L. Herman, Abdussalam Alawini. 323-326 [doi]
- Peer-Grading at Scale with Rank AggregationLin Ling, Chee-Wei Tan 0001. 327-330 [doi]
- Knowledge Sharing in Tension: Interacting and Documenting on Stack OverflowThomas Hillman, Alena Seredko, Markus Nivala, Tanya Osborne. 331-334 [doi]
- JackMarker with GitDown: A Framework to Counter Plagiarism at ScaleAkshay Dahiya, Rocko Graziano, India Irish, Thad Starner. 335-338 [doi]
- Can Feedback based on Predictive Data Improve Learners' Passing Rates in MOOCs? A Preliminary AnalysisMar Pérez-Sanagustín, Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad, Esteban Villalobos, Isabel Hilliger, Josefina Hernández, Diego Sapunar, Pedro Manuel Moreno-Marcos, Pedro J. Muñoz Merino, Carlos Delgado Kloos, Jon Imaz Marín. 339-342 [doi]
- With or Without EU: Navigating GDPR Constraints in Human Subjects Research in an Education EnvironmentAlex Duncan, David A. Joyner. 343-346 [doi]
- Experimental Design of Learning Analysis Dashboards for Teachers and LearnersYassine Safsouf, Khalifa Mansouri, Franck Poirier. 347-350 [doi]
- How Online Learners Build Cognitive Presence: Implications from a Machine Learning ApproachJohn Hosmer, Jeonghyun Lee. 351-354 [doi]
- Toward Reshaping the Syllabus for Education at ScaleBobbie Lynn Eicher, David Joyner. 355-358 [doi]
- Personalized Lecture Recommendations to Facilitate Bite-Sized LearningMeltem Tutar, Austin Wang, Gulsen Kutluoglu. 359-362 [doi]
- Problem Solving Analytics (PSA) in the Web-Based Office Simulation LUCASabrina Ludwig, Andreas Rausch, Viola Deutscher, Jürgen Seifried. 363-364 [doi]
- Automatic Question Generation and the SmartStart ApplicationBill Jerome, Rachel Van Campenhout, Benny G. Johnson. 365-366 [doi]