As evaluation is an important but difficult part of information retrieval system design and experimentation, evaluation questions have been the subject of much research. An “evaluation study” is an investigation into some aspect of evaluation. These types of studies typically experiment on ranked results from actual retrieval systems, most often those that were submitted to TREC tracks. We argu...

Presently, most platforms used on the selection of Massive Open Online Courses (MOOC) available online have various automated methods of assessment. These type of tools are based on applications that analyze the answers using a pre-correction algorithm. Most of these programs run several types of automatic assessment, but the possible use of the technology for each of them differs with respect ...

Massive Open Online Courses (MOOCs) are an increasingly pervasive newcomer to the virtual landscape of higher-education, delivering a wide variety of topics in science, engineering, and the humanities. However, while technological innovation is enabling unprecedented open access to high quality educational material, these systems generally inherit similar homework, exams, and instructional reso...

A massive open online course (MOOC) is a web-based class environment aimed at large-scale global participation and open access via the Internet. MOOCs are also a disruptive trend changing how education is delivered and funded throughout the world. In the spring of 2013, we developed and taught Vanderbilt’s first MOOC, entitled “Pattern-Oriented Software Architecture for Concurrent and Networked...

In recent years, many higher education institutions have invested in the development of Massive Open Online Courses (MOOCs). With the increase of available MOOC data, there is an opportunity to provide insights to educators and developers into learners’ behaviors through learning analytics. Focusing on the FutureLearn platform (FL), standardized data files are offered to partner institutions. A...

Massive open online courses (MOOCs) have developed rapidly and become tremendously popular because of their plentiful gamification designs, such as reputation points, rewards, and goal setting. Although previous studies have mentioned a broad range of gamification designs that might influence MOOC learner engagement, most gamified MOOCs fail to meet learning objectives because of a lack of rese...

Massive Open Online Courses (MOOCs) have great potential to provide learning opportunities for people around the world. However, to reach their full potential, MOOCs need to meet the accessibility needs of diverse learners, with and without disabilities. In the literature review, we have found some published research on accessibility evaluations of MOOCs content and platforms, but we have not f...

The increasing popularity of distance education courses, including Massive Open Online Courses (MOOCs), creates a demand for the production of quality video-based educational material. In order to reduce the costs involved in the production of video lectures, several researchers have investigated alternatives for capture and access systems which automatically capture lecture contents to generat...

Rationale: This paper reports our initial experience in converting a conventional curriculum into a problem-based learning model (PBL) for teaching psychopathology. As part of a wide initiative in curriculum reform, psychopathology, which was a six-week course in the secondyear medical school curriculum, became integrated into a combined Neuroscience block. We also review the experiences at oth...

There is a need for designing educationally oriented recommendations that deal with educational goals as well as learners’ preferences and context in a personalised way. They have to be both based on educators’ experience and perceived as adequate by learners. This paper compiles practical guidelines to produce personalised recommendations that are meant to foster active learning in online cour...