Feedbacks on MOOCS

Research on MOOCs Continuance

MOOCs and Beyond

Massive Open Online Courses (MOOCs) might be the proverbial “tipping point” in discussions about the role of information and communication technologies in higher education. To some they offer dramatic cost savings without loss in quality; to others they are best described as MESS (Massive Extension of Sage on the Stage). If the history of IS is any guide, MOOCs portend dramatic changes over tim...

Communication Communities in MOOCs

Massive Open Online Courses (MOOCs) bring together thousands of people from different geographies and demographic backgrounds – but to date, little is known about how they learn or communicate. We introduce a new content-analysed MOOC dataset and use Bayesian Non-negative Matrix Factorization (BNMF) to extract communities of learners based on the nature of their online forum posts. We see that ...

Biophysical Feedbacks on the Regional Climate System

Experiments with coupled atmosphere/biosphere models indicate that land degradation leads to a reduction in rainfall, evapotranspiration, soil moisture and runoff, and an increase in surface temperature and near surface winds. This talk discusses studies that have investigated the feedback of degradation in forest and other ecosystems on regional climate in the Sahel, the central U.S., South Am...

Towards on the MOOCs Knowledge Discovery Based on Concept Lattice*

This paper puts forward the methods on MOOCs knowledge organization and discovery, adopts the method of Formal Concept Analysis, uses concept lattice as the support tool, and selects the data from “Coursera” to cluster the courses and mine the inner knowledge association among courses, so as to discover the connotative knowledge correlation among MOOCs on the same topic and the structure charac...