Quantifying the Mismatch Between Course Content and Students’ Dialogue in Online Learning Environments

[1]  Gi Woong Choi,et al.  Understanding MOOC students: motivations and behaviours indicative of MOOC completion , 2016, J. Comput. Assist. Learn..

[2]  Anthony C. Robinson.  Exploring Class Discussions from a Massive Open Online Course (MOOC) on Cartography , 2014, CARTOCON.

[3]  Roy Williams,et al.  The ideals and reality of participating in a MOOC , 2010 .

[4]  Panagiotis Adamopoulos,et al.  What makes a great MOOC? An interdisciplinary analysis of student retention in online courses , 2013, ICIS.

[5]  Kristy Elizabeth Boyer,et al.  Unsupervised modeling for understanding MOOC discussion forums: a learning analytics approach , 2015, LAK.

[6]  Mike Carbonaro,et al.  Blending for Student Engagement: Lessons Learned for MOOCs and Beyond. , 2015 .

[7]  David M. Blei,et al.  Probabilistic topic models , 2012, Commun. ACM.

[8]  Meng Chang Chen,et al.  Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community , 2010, Comput. Educ..

[9]  Reza N. Jazar,et al.  Unified methodologies, formats and outlines in online engineering education , 2010 .

[10]  Hal Daumé,et al.  Incorporating Lexical Priors into Topic Models , 2012, EACL.

[11]  Chris Piech,et al.  Deconstructing disengagement: analyzing learner subpopulations in massive open online courses , 2013, LAK '13.

[12]  Roy D. Pea,et al.  The MOOC as Distributed Intelligence: Dimensions of a Framework & Evaluation of MOOCs , 2013, CSCL.

[13]  Lise Getoor,et al.  Understanding MOOC Discussion Forums using Seeded LDA , 2014, BEA@ACL.

[14]  Carlos Delgado Kloos,et al.  Delving into Participants’ Profiles and Use of Social Tools in MOOCs , 2014, IEEE Transactions on Learning Technologies.

[15]  James R. Foulds,et al.  Weakly Supervised Models of Aspect-Sentiment for Online Course Discussion Forums , 2015, ACL.