Table of Contents

• New wine in no bottles: immersive, personalized ubiquitous learningChristopher J. Dede. 1-2 [doi]
• Student skill and goal achievement in the mapping with google MOOCJulia Wilkowski, Amit Deutsch, Daniel M. Russell. 3-10 [doi]
• Correlating skill and improvement in 2 MOOCs with a student's time on tasksJohn Champaign, Kimberly F. Colvin, Alwina Liu, Colin Fredericks, Daniel T. Seaton, David E. Pritchard. 11-20 [doi]
• Demographic differences in how students navigate through MOOCsPhilip J. Guo, Katharina Reinecke. 21-30 [doi]
• Understanding in-video dropouts and interaction peaks inonline lecture videosJuho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller. 31-40 [doi]
• How video production affects student engagement: an empirical study of MOOC videosPhilip J. Guo, Juho Kim, Rob Rubin. 41-50 [doi]
• Hint systems may negatively impact performance in educational gamesEleanor O'Rourke, Christy Ballweber, Zoran Popovic. 51-60 [doi]
• Teaching recommender systems at large scale: evaluation and lessons learned from a hybrid MOOCJoseph A. Konstan, J. D. Walker, D. Christopher Brooks, Keith Brown, Michael D. Ekstrand. 61-70 [doi]
• Do professors matter?: using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomesJonathan H. Tomkin, Donna Charlevoix. 71-78 [doi]
• Monitoring MOOCs: which information sources do instructors value?Kristin Stephens-Martinez, Marti A. Hearst, Armando Fox. 79-88 [doi]
• Divide and correct: using clusters to grade short answers at scaleMichael Brooks, Sumit Basu, Charles Jacobs, Lucy Vanderwende. 89-98 [doi]
• Scaling short-answer grading by combining peer assessment with algorithmic scoringChinmay Eishan Kulkarni, Richard Socher, Michael S. Bernstein, Scott R. Klemmer. 99-108 [doi]
• Self-evaluation in advanced power searching and mapping with google MOOCsJulia Wilkowski, Daniel M. Russell, Amit Deutsch. 109-116 [doi]
• Superposter behavior in MOOC forumsJonathan Huang, Anirban Dasgupta, Arpita Ghosh, Jane Manning, Marc Sanders. 117-126 [doi]
• Chatrooms in MOOCs: all talk and no actionDerrick Coetzee, Armando Fox, Marti A. Hearst, Björn Hartmann. 127-136 [doi]
• Panel: online learning platforms and data scienceMehran Sahami, Jace Kohlmeier, Peter Norvig, Andreas Paepcke, Amin Saberi. 137-138 [doi]
• ForumDash: analyzing online discussion forumsJacquelin Speck, Eugene Gualtieri, Gaurav Naik, Thach Nguyen, Kevin Cheung, Larry Alexander, David Fenske. 139-140 [doi]
• OCTAL: online course tool for adaptive learningDaniel Armendariz, Zachary MacHardy, Daniel D. Garcia. 141-142 [doi]
• Reducing non-response bias with survey reweighting: applications for online learning researchersRené F. Kizilcec. 143-144 [doi]
• Model thinking: demographics and performance of mooc students unable to afford a formal educationTawanna Dillahunt, Bingxin Chen, Stephanie D. Teasley. 145-146 [doi]
• "Why did you enroll in this course?": developing a standardized survey question for reasons to enrollEmily Schneider, René F. Kizilcec. 147-148 [doi]
• Improving problem solving performance in computer-based learning environments through subgoal labelsLauren E. Margulieux, Richard Catrambone. 149-150 [doi]
• Initial experiences with small group discussions in MOOCsSeongtaek Lim, Derrick Coetzee, Björn Hartmann, Armando Fox, Marti A. Hearst. 151-152 [doi]
• Open system for video learning analyticsKonstantinos Chorianopoulos, Michail N. Giannakos, Nikos Chrisochoides. 153-154 [doi]
• Forming beneficial teams of students in massive online classesRakesh Agrawal, Behzad Golshan, Evimaria Terzi. 155-156 [doi]
• Uncovering hidden engagement patterns for predicting learner performance in MOOCsArti Ramesh, Dan Goldwasser, Bert Huang, Hal Daumé III, Lise Getoor. 157-158 [doi]
• A multiplayer online game for teaching software engineering practicesDavid Xiao, Robert C. Miller. 159-160 [doi]
• Talkabout: small-group discussions in massive global classesJulia Cambre, Chinmay Kulkarni, Michael S. Bernstein, Scott R. Klemmer. 161-162 [doi]
• Community TAs scale high-touch learning, provide student-staff brokering, and build esprit de corpsKathryn Papadopoulos, Lalida Sritanyaratana, Scott R. Klemmer. 163-164 [doi]
• Adaptive and social mechanisms for automated improvement of eLearning materialsKevin Buffardi, Stephen H. Edwards. 165-166 [doi]
• Distance learning, OER, and MOOCs: some UK experiencesEileen Scanlon, Patrick McAndrew, Tim O'Shea. 167-168 [doi]
• Tracking progress: predictors of students' weekly achievement during a circuits and electronics MOOCJennifer DeBoer, Lori Breslow. 169-170 [doi]
• Feature engineering for clustering student solutionsElena L. Glassman, Rishabh Singh, Robert C. Miller. 171-172 [doi]
• Improving online class forums by seeding discussions and managing section sizeKelly Miller, Sacha Zyto, David R. Karger, Eric Mazur. 173-174 [doi]
• Student explorer: a tool for supporting academic advising at scaleSteven Lonn, Stephanie D. Teasley. 175-176 [doi]
• Educational programming systems for learning at scaleQianxiang Wang, Wenxin Li, Tao Xie. 177-178 [doi]
• Online learning versus blended learning: an exploratory studyAndrew Cross, B. Ashok, Srinath Bala, Edward Cutrell, Naren Datha, Rahul Kumar, Viraj Kumar, Parthasarathy Madhusudan, Siddharth Prakash, Sriram K. Rajamani, Satish Sangameswaran, Deepika Sharma, William Thies. 179-180 [doi]
• Modeling programming knowledge for mentoring at scaleAnvisha H. Pai, Philip J. Guo, Robert C. Miller. 181-182 [doi]
• Facilitating MOOCs learning through weekly meet-up: a case study in TaiwanPin-Ju Chen, Yang-Hsueh Chen. 183-184 [doi]
• Java tutor: bootstrapping with python to learn JavaCasey O'Brien, Max Goldman, Robert C. Miller. 185-186 [doi]
• Corporate learning at scale: lessons from a large online course at googleArthur Asuncion, Jac de Haan, Mehryar Mohri, Kayur Patel, Afshin Rostamizadeh, Umar Syed, Lauren Wong. 187-188 [doi]
• Teacher usage behaviors within an online open educational resource repositoryJennifer Sabourin, Lucy Kosturko, Scott W. McQuiggan. 189-190 [doi]
• ACCE: automatic coding composition evaluatorStephanie Rogers, Steven Tang, John Canny. 191-192 [doi]
• Due dates in MOOCs: does stricter mean better?Sergiy O. Nesterko, Daniel T. Seaton, Justin Reich, Joseph McIntyre, Qiuyi Han, Isaac Chuang, Andrew Ho. 193-194 [doi]
• Visual analytics of MOOCs at marylandZhengzheng Xu, Dan Goldwasser, Benjamin B. Bederson, Jimmy Lin. 195-196 [doi]
• Social factors that contribute to attrition in MOOCsCarolyn Penstein Rosé, Ryan Carlson, Diyi Yang, Miaomiao Wen, Lauren Resnick, Pam Goldman, Jennifer Sherer. 197-198 [doi]
• Assigning videos to textbooks at appropriate granularityMarios Kokkodis, Anitha Kannan, Krishnaram Kenthapadi. 199-200 [doi]
• A behavioral biometrics based authentication method for MOOC's that is robust against imitation attemptsMarkus Krause. 201-202 [doi]
• What does enrollment in a MOOC mean?Eni Mustafaraj. 203-204 [doi]
• Promoting active learning & leveraging dashboards for curriculum assessment in an OpenEdX introductory CS course for middle schoolShuchi Grover, Roy Pea, Stephen Cooper. 205-206 [doi]
• Evaluating educational interventions at scaleRakesh Agrawal, M. Hanif Jhaveri, Krishnaram Kenthapadi. 207-208 [doi]
• DeepTutor: towards macro- and micro-adaptive conversational intelligent tutoring at scaleVasile Rus, Dan Stefanescu, Nobal B. Niraula, Arthur C. Graesser. 209-210 [doi]
• The challenges of using a MOOC to introduce "absolute beginners" to programming on specialized hardwareJennifer S. Kay, Tom McKlin. 211-212 [doi]
• Runestone interactive: tools for creating interactive course materialsBradley N. Miller, David Ranum. 213-214 [doi]
• Work-in-progress: program grading and feedback generation with Web-CATStephen H. Edwards. 215-216 [doi]
• L@S 2014 demo: best practices for MOOC videoDaniel Garcia, Michael Ball, Aatash Parikh. 217-218 [doi]
• A system for sending the right hint at the right timeMatthew Elkherj, Yoav Freund. 219-220 [doi]
• Code hunt: gamifying teaching and learning of computer science at scaleNikolai Tillmann, Jonathan de Halleux, Tao Xie, Judith Bishop. 221-222 [doi]