Abstract
As a new education product in the information age, Massive Open Online Courses (MOOCs) command momentous public attention for their unexpected rise and flexible application. However, the striking contrast between the high rate of registration and the low rate of completion has put their development into a bottleneck. In this paper, we present a semantic analysis model (SMA) to track the emotional tendencies of learners in order to analyze the acceptance of the courses based on big data from homework completion, comments, forums and other real-time update information on the MOOC platforms. Through emotional quantification and machine learning calculations, graduation probability can be predicted for different stages of learning in real time. Especially for learners with emotional tendencies, customized instruction could be made in order to improve completion and graduation rates. Furthermore, we classified the learners into four categories according to course participation time series and emotional states. In the experiments, we made a comprehensive evaluation of the students’ overall learning status by kinds of learners and emotional tendencies. Our proposed method can effectively recognize learners’ emotional tendencies by semantic analysis, providing an effective solution for MOOC personalized teaching, which can help achieve education for sustainable development.
Highlights
The arrival of Industry 4.0 has brought great changes to society and scientific development, which strongly affect the way people learn, teach, and understand knowledge and education
“If massive open online courses (MOOCs) can be developed to the point whereby learners can complete full degrees and gain qualifications it may impact on enrolment at traditional institutions and contribute to a reshaping of the HE market in the future”, says educationist Stephen Powell [13]
In order to demonstrate and classify learners’ state in MOOCs, we choose a course on circuit foundation and analog electronic technology, Electrotechnics(018234), at Chinese university MOOCs was offered by Harbin Institute of Technology (HIT) in June 2017 for free, and did a statistical analysis on the course
Summary
The arrival of Industry 4.0 has brought great changes to society and scientific development, which strongly affect the way people learn, teach, and understand knowledge and education New technology, such as data mining, machine learning, artificial intelligence, and massive open online courses (MOOCs), are increasingly applied to optimize teaching and learning [1,2,3]. “If MOOCs can be developed to the point whereby learners can complete full degrees and gain qualifications it may impact on enrolment at traditional institutions and contribute to a reshaping of the HE (higher education) market in the future”, says educationist Stephen Powell [13] It helps to achieve personalized education, which is considered to have great potential for promoting sustainable development [5]
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