Adaptive Content in an Online Lecture System
AH '00 Proceedings of the International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Extendible Adaptive Hypermedia Courseware: Integrating Different Courses and Web Material
AH '00 Proceedings of the International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
When to jump in: The role of the instructor in online discussion forums
Computers & Education
Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks
Journal of Management Information Systems
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
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This research investigates the impact professors, and other instructional staff, have on student content knowledge acquisition in a physical science MOOC offered through the University of Illinois at Urbana-Champaign. An A/B test was used to randomly assign MOOC participants in either a control group (with no instructional interaction) or an intervention group (in which the professor and teaching assistants responded to comments in the discussion and complied summary weekly feedback statements) to identify the differences in learning outcomes, participation rates, and student satisfaction. The study found that instructor intervention had no statistically significant impact on overall completion rates, overall badge acquisition rates, student participation rates, or satisfaction with the course, but did (p