Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed

May Kristine Jonson Carlon; Anie Day DC Asa; Nopphon Keerativoranan; Toru Nagahama; Jeffrey S. Cross

doi:10.1109/TALE52509.2021.9678621

Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed

May Kristine Jonson Carlon, Anie Day DC Asa, Nopphon Keerativoranan, Toru Nagahama, Jeffrey S. Cross

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Citation (Scopus)

Abstract

Instructors create a course outline to serve as a guide for content delivery throughout the course. While contents can be adjusted based on learner feedback and performance in instructor-paced courses, but the same may not said for massive open online courses (MOOCs) that run continuously for months or years. For example, instructors cannot make drastic changes to self-paced MOOC content until the course is closed, revised, and re-released. Topic modeling was done on a microbiology MOOC to see if it can be a viable means of assessing how well the MOOC content was able to capture the course outline concepts. The same approach was applied to discussion board posts to identify which topics resonated with the learners. Topic modeling can be useful in achieving the said goals. This can be impactful in introducing improvements to the online course even before the course is revised and re-released.

Original language	English
Title of host publication	TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	849-853
Number of pages	5
ISBN (Electronic)	9781665436878
DOIs	https://doi.org/10.1109/TALE52509.2021.9678621
Publication status	Published - 2021
Externally published	Yes
Event	2021 IEEE International Conference on Engineering, Technology and Education, TALE 2021 - Wuhan, China Duration: 2021 Dec 5 → 2021 Dec 8

Publication series

Name	TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings

Conference

Conference	2021 IEEE International Conference on Engineering, Technology and Education, TALE 2021
Country/Territory	China
City	Wuhan
Period	21/12/5 → 21/12/8

Keywords

educational data mining
instructional quality assurance
massive open online course
topic modeling

ASJC Scopus subject areas

Computer Science Applications
Engineering (miscellaneous)
Media Technology
Education

Access to Document

10.1109/TALE52509.2021.9678621

Cite this

Jonson Carlon, M. K., Asa, A. D. DC., Keerativoranan, N., Nagahama, T., & Cross, J. S. (2021). Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed. In TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings (pp. 849-853). (TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/TALE52509.2021.9678621

Topic Modeling in MOOCs : What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed. / Jonson Carlon, May Kristine; Asa, Anie Day DC; Keerativoranan, Nopphon et al.

TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings. Institute of Electrical and Electronics Engineers Inc., 2021. p. 849-853 (TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Jonson Carlon, MK, Asa, ADDC, Keerativoranan, N, Nagahama, T & Cross, JS 2021, Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed. in TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings. TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings, Institute of Electrical and Electronics Engineers Inc., pp. 849-853, 2021 IEEE International Conference on Engineering, Technology and Education, TALE 2021, Wuhan, China, 21/12/5. https://doi.org/10.1109/TALE52509.2021.9678621

Jonson Carlon MK, Asa ADDC, Keerativoranan N, Nagahama T, Cross JS. Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed. In TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings. Institute of Electrical and Electronics Engineers Inc. 2021. p. 849-853. (TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings). doi: 10.1109/TALE52509.2021.9678621

Jonson Carlon, May Kristine ; Asa, Anie Day DC ; Keerativoranan, Nopphon et al. / Topic Modeling in MOOCs : What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed. TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings. Institute of Electrical and Electronics Engineers Inc., 2021. pp. 849-853 (TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings).

@inproceedings{52de3facfd2044029337bca6cfff2bcc,

title = "Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed",

abstract = "Instructors create a course outline to serve as a guide for content delivery throughout the course. While contents can be adjusted based on learner feedback and performance in instructor-paced courses, but the same may not said for massive open online courses (MOOCs) that run continuously for months or years. For example, instructors cannot make drastic changes to self-paced MOOC content until the course is closed, revised, and re-released. Topic modeling was done on a microbiology MOOC to see if it can be a viable means of assessing how well the MOOC content was able to capture the course outline concepts. The same approach was applied to discussion board posts to identify which topics resonated with the learners. Topic modeling can be useful in achieving the said goals. This can be impactful in introducing improvements to the online course even before the course is revised and re-released. ",

keywords = "educational data mining, instructional quality assurance, massive open online course, topic modeling",

author = "{Jonson Carlon}, {May Kristine} and Asa, {Anie Day DC} and Nopphon Keerativoranan and Toru Nagahama and Cross, {Jeffrey S.}",

note = "Publisher Copyright: {\textcopyright} 2021 IEEE.; 2021 IEEE International Conference on Engineering, Technology and Education, TALE 2021 ; Conference date: 05-12-2021 Through 08-12-2021",

year = "2021",

doi = "10.1109/TALE52509.2021.9678621",

language = "English",

series = "TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings",

publisher = "Institute of Electrical and Electronics Engineers Inc.",

pages = "849--853",

booktitle = "TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings",

}

TY - GEN

T1 - Topic Modeling in MOOCs

T2 - 2021 IEEE International Conference on Engineering, Technology and Education, TALE 2021

AU - Jonson Carlon, May Kristine

AU - Asa, Anie Day DC

AU - Keerativoranan, Nopphon

AU - Nagahama, Toru

AU - Cross, Jeffrey S.

PY - 2021

Y1 - 2021

N2 - Instructors create a course outline to serve as a guide for content delivery throughout the course. While contents can be adjusted based on learner feedback and performance in instructor-paced courses, but the same may not said for massive open online courses (MOOCs) that run continuously for months or years. For example, instructors cannot make drastic changes to self-paced MOOC content until the course is closed, revised, and re-released. Topic modeling was done on a microbiology MOOC to see if it can be a viable means of assessing how well the MOOC content was able to capture the course outline concepts. The same approach was applied to discussion board posts to identify which topics resonated with the learners. Topic modeling can be useful in achieving the said goals. This can be impactful in introducing improvements to the online course even before the course is revised and re-released.

AB - Instructors create a course outline to serve as a guide for content delivery throughout the course. While contents can be adjusted based on learner feedback and performance in instructor-paced courses, but the same may not said for massive open online courses (MOOCs) that run continuously for months or years. For example, instructors cannot make drastic changes to self-paced MOOC content until the course is closed, revised, and re-released. Topic modeling was done on a microbiology MOOC to see if it can be a viable means of assessing how well the MOOC content was able to capture the course outline concepts. The same approach was applied to discussion board posts to identify which topics resonated with the learners. Topic modeling can be useful in achieving the said goals. This can be impactful in introducing improvements to the online course even before the course is revised and re-released.

KW - educational data mining

KW - instructional quality assurance

KW - massive open online course

KW - topic modeling

UR - http://www.scopus.com/inward/record.url?scp=85125900976&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85125900976&partnerID=8YFLogxK

U2 - 10.1109/TALE52509.2021.9678621

DO - 10.1109/TALE52509.2021.9678621

M3 - Conference contribution

AN - SCOPUS:85125900976

T3 - TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings

SP - 849

EP - 853

BT - TALE 2021 - IEEE International Conference on Engineering, Technology and Education, Proceedings

PB - Institute of Electrical and Electronics Engineers Inc.

Y2 - 5 December 2021 through 8 December 2021

ER -

Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed

Abstract

Publication series

Conference

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this