Characterizing ELL Students' Behavior During MOOC Videos Using Content Type

  title={Characterizing ELL Students' Behavior During MOOC Videos Using Content Type},
  author={Judith Odili Uchidiuno and Jessica Hammer and Evelyn Yarzebinski and K. Koedinger and Amy E. Ogan},
  journal={Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale},
Making MOOCs accessible to English Language Learners (ELLs) requires that students understand the language of instruction, and that instructional strategies address their unique learning challenges. Through the analysis of clickstream log data gathered from two MOOC courses deployed on Coursera, Introduction to Psychology and Statistical Thermodynamics, we show that ELL students exhibit distinct struggle behaviors in video portions without visual aids e.g., narrations without slides. Our… 

Figures and Tables from this paper

VUSphere: Visual Analysis of Video Utilization in Online Distance Education

  • Huan HeQ. ZhengBo Dong
  • Education, Computer Science
    2018 IEEE Conference on Visual Analytics Science and Technology (VAST)
  • 2018
A visual analytics system, called VUSphere, is introduced, to explore the video utilization from multiple perspectives with two proposed indicators, and several patterns related to video utilization and enrollment are found in the case study with the domain experts.

Scaling Classroom IT Skill Tutoring: A Case Study from India

The pedagogic style and characteristics of tutoring, and reasons why learners prefer to enroll into a physical model of classroom teaching over online courses are probed, and design suggestions for online learning platforms are made to attract students who are marginalized in the more formal and com-petitive education system.

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

Massive open online courses (MOOCs) have been called the biggest innovation in education in 200 years for their unique attribute of being open and free to any individual with Internet access;

Using the YouTube Video Style in a MOOC: (Re-)Testing the Effect of Visual Experience in a Field-Experiment

Whether a lecturer presence helps or hinders in audio-visual learning material has been raised numerous times. While previous research found no substantial evidence in favor of a lecturer presence in

Video and learning: a systematic review (2007--2017)

The study points out the gap between large-scale analysis of fine-grained data on video interaction and experimental findings reliant on established psychological instruments and suggests Narrowing this gap is suggested as the future direction for the research on video-based learning.

VideoViz - Uma proposta de ferramenta de visualização de logs de interação em players de vídeo

This paper presents a state-of-the-art overview of interaction analysis on video players, and proposes VideoViz, a tool to analyse logs from interaction on videoPlayers.



Understanding ESL Students' Motivations to Increase MOOC Accessibility

Investigating ESL speakers' motivations for taking MOOCs and other online courses shows that current one-size-fits-all approaches to increasing MOOC accessibility for learners with a first language other than English may not be effective, and offering learners individualized tools based on their motivation and needs may be more effective.

How video production affects student engagement: an empirical study of MOOC videos

The largest-scale study of video engagement to date is presented, using data from 6.9 million video watching sessions across four courses on the edX MOOC platform, finding that shorter videos are much more engaging, that informal talking-head videos are more engage, and that Khan-style tablet drawings are more engaging.

Understanding in-video dropouts and interaction peaks inonline lecture videos

A large-scale analysis of in-video dropout and peaks in viewership and student activity, using second-by-second user interaction data from 862 videos in four Massive Open Online Courses on edX, finds higher dropout rates in longer videos, re-watching sessions (vs first-time), and tutorials (vs lectures).

The Effects of Culturally Congruent Educational Technologies on Student Achievement

Assessing 3rd grade students’ science performance after interacting with a “distant peer” technology that employed one of three dialect use patterns found that participants, all native speakers of African American Vernacular English (AAVE), demonstrated the strongest science performance when the technology used AAVE features consistently throughout the interaction.

Browser Language Preferences as a Metric for Identifying ESL Speakers in MOOCs

It is suggested that a new metric, browser language preference, may be better than the commonly-used IP address for inferring whether or not a student is ESL.

The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade

This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language

Teacher, the tape is too fast! Extensive listening in ELT

For many years, research effort has been devoted to understanding the nature of listening strategies and how listening strategies used by good listeners can be taught to so-called ineffective

Learning is Not a Spectator Sport: Doing is Better than Watching for Learning from a MOOC

It is found that students doing more activities learn more than students watching more videos or reading more pages in MOOCs, and the learning benefit from extra doing is estimated to be more than six times that of extra watching or reading.


SUMMARY. Cognitive load theory suggests that many conventional inStructional formats are ineffective as they involve extraneous cognitive activities, which interfere with learning. The split­