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Artificial Intelligent in Education
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In: Sustainability; Volume 14; Issue 5; Pages: 2862 (2022)
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LMOOC para la integración de personas desplazadas ; LMOOCs to integration of displaced people
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ENTRE TRANSVERSALITÉ ET MASSIVITÉ, COMMENT DÉFINIR LES CONTENUS D’UN MOOC EN FRANÇAIS SUR OBJECTIF UNIVERSITAIRE ?
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In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03203817 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Congrès en ligne, Italie ; http://www.mooc2move.eu/event.php?id=7 (2021)
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Attitudes, behaviors, and learning outcomes from using classtranscribe, a UDL-featured video-based online learning platform with learnersourced text-searchable captions
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Exploring communication patterns in Massive Open Online Courses
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LMOOCs to integration of displaced people ; LMOOC para la integración de personas desplazadas ; LMOOC pour l'intégration des personnes déplacées
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In: Anales de Filología Francesa; No. 29 (2021): Le monde connecté et les approches interculturelles: vers un nouveau paradigme des frontières?; 463-477 ; Anales de Filología Francesa; Núm. 29 (2021): Le monde connecté et les approches interculturelles: vers un nouveau paradigme des frontières?; 463-477 ; Anales de Filología Francesa; No 29 (2021): Le monde connecté et les approches interculturelles: vers un nouveau paradigme des frontières?; 463-477 ; 1989-4678 (2021)
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Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC
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In: The International Review of Research in Open and Distributed Learning ; https://hal.archives-ouvertes.fr/hal-03035505 ; The International Review of Research in Open and Distributed Learning, 2020, 21 (4), pp.199-221. ⟨10.19173/irrodl.v21i4.4787⟩ (2020)
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Abstract:
International audience ; This paper uses data mining from a French project management MOOC to study learners' performance (i.e., grades and persistence) based on a series of variables: age, educational background, socioprofessional status, geographical area, gender, self-versus mandatory-enrollment, and learning intentions. Unlike most studies in this area, we focus on learners from the French-speaking world: France and French-speaking European countries, the Caribbean, North Africa, and Central and West Africa. Results show that the largest gaps in MOOC achievements occur between 1) learners from partner institutions versus self-enrolled learners 2) learners from European countries versus low-and middle-income countries, and 3) learners who are professionally active versus inactive learners (i.e., with available time). Finally, we used the CHAID data-mining method to analyze the main characteristics and discriminant factors of MOOC learner performance and dropout.
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Keyword:
[SHS.EDU]Humanities and Social Sciences/Education; academic cohorts; CHAID; developing countries; educational data mining; learner dropout; learner grades; learner performance; low-and middle-income countries; MOOCs
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URL: https://hal.archives-ouvertes.fr/hal-03035505/file/4787-Article%20Text-34295-1-10-20201201.pdf https://doi.org/10.19173/irrodl.v21i4.4787 https://hal.archives-ouvertes.fr/hal-03035505 https://hal.archives-ouvertes.fr/hal-03035505/document
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A reception study of machine translated subtitles for MOOCs
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Hu, Ke. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020. : Dublin City University. ADAPT, 2020
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In: Hu, Ke (2020) A reception study of machine translated subtitles for MOOCs. PhD thesis, Dublin City University. (2020)
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Analyzing learners' engagement and behavior in MOOCs on programming with the Codeboard IDE
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An Approximation to Inclusive Language in LMOOCs Based on Appraisal Theory
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In: Open Linguistics, Vol 6, Iss 1, Pp 38-67 (2020) (2020)
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A Case Study on English as a Second Language Speakers for Sustainable MOOC Study
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In: Sustainability ; Volume 11 ; Issue 10 (2019)
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Developing a Moodle Course for translation theory and methodology ...
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Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs
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Making use of and adapting MOOCs text resources for language learning
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First year of the UQ sustainable energy micromasters series: Evaluation of participation and achievement
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Improving machine translation of educational content via crowdsourcing
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In: Behnke, Maximiliana, Miceli Barone, Antonio Valerio, Sennrich, Rico, Sosoni, Vilelmini, Naskos, Thanasis, Takoulidou, Eirini, Stasimioti, Maria, Menno, van Zaanen, Castilho, Sheila orcid:0000-0002-8416-6555 , Gaspari, Federico orcid:0000-0003-3808-8418 , Georgakopoulou, Panayota orcid:0000-0001-9780-1813 , Kordoni, Valia, Egg, Markus and Kermanidis, Katia Lida orcid:0000-0002-3270-5078 (2018) Improving machine translation of educational content via crowdsourcing. In: LREC 2018 - 11th International Conference on Language Resources and Evaluation, Miyazaki, Japan. ISBN 979-10-95546-19-1 (2018)
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Evaluation of MCQs from MOOCs for common item writing faws
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In: Costello, Eamon orcid:0000-0002-2775-6006 , Holland, Jane and Kirwan, Colette (2018) Evaluation of MCQs from MOOCs for common item writing faws. BMC Research Notes, 11 (849). pp. 1-3. ISSN 1756-0500 (2018)
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Translation crowdsourcing: creating a multilingual corpus of online educational content
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In: Sosoni, Vilelmini orcid:0000-0002-9583-4651 , Kermanidis, Katia Lida orcid:0000-0002-3270-5078 , Stasimioti, Maria orcid:0000-0002-3270-5078 , Naskos, Thanasis, Takoulidou, Eirini, van Zaanen, Menno, Castilho, Sheila orcid:0000-0002-8416-6555 , Georgakopoulou, Panayota orcid:0000-0001-9780-1813 , Kordoni, Valia and Egg, Markus (2018) Translation crowdsourcing: creating a multilingual corpus of online educational content. In: 11th International Conference on Language Resources and Evaluation, 7-12 May 2018, Miyazaki, Japan. ISBN 979-10-95546-00-9 (2018)
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UC@MOOC's Effectiveness by Producing Open Educational Resources
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