Papers by Mohammad Khalil
Journal of Computing in Higher Education
Since its inception in 2011, Learning Analytics has matured and expanded in terms of reach (e.g.,... more Since its inception in 2011, Learning Analytics has matured and expanded in terms of reach (e.g., primary and K-12 education) and in having access to a greater variety, volume and velocity of data (e.g. collecting and analyzing multimodal data). Its roots in multiple disciplines yield a range and richness of theoretical influences resulting in an inherent theoretical pluralism. Such multi-and interdisciplinary origins and influences raise questions around which learning theories inform learning analytics research, and the implications for the field should a particular theory dominate. In establishing the theoretical influences in learning analytics, this scoping review focused on the Learning Analytics and Knowledge Conference (LAK) Proceedings (2011–2020) and the Journal of Learning Analytics (JLA) (2014–2020) as data sources. While learning analytics research is published across a range of scholarly journals, at the time of this study, a significant part of research into learning ...
Mobile learning (m-learning) is increasingly adopted in Higher Education (HE) given that almost a... more Mobile learning (m-learning) is increasingly adopted in Higher Education (HE) given that almost all undergraduates own mobile devices with Wi-Fi and fast Internet connections. In HE, undergraduates are required to spend a significant proportion of time on self-study as well as use effective learning strategies during self-study to achieve academic success. Therefore, the use of mobile applications opens a wealth of opportunities for undergraduates to learn by giving them continuous access to learning materials as well as enabling them to study at their own pace. However, undergraduates’ use of mobile applications may be influenced by the applications’ usability. The current study examines the usability of a mobile app developed to support learning in HE to shed light on undergraduates’ experience using a mobile learning application in HE context for self-study and study support. While the results reveal a good level of acceptance in terms of learnability, efficiency, and satisfactio...
ArXiv, 2020
Online distance learning is highly learner-centred, requiring different skills and competences fr... more Online distance learning is highly learner-centred, requiring different skills and competences from learners, as well as alternative approaches for instructional design, student support, and provision of resources. Learner autonomy and self-regulated learning (SRL) in online learning settings are considered key success factors that predict student performance. SRL comprises processes of planning, monitoring, action and reflection according to Zimmerman. And typically focuses on three key features of learners: (1) use of SRL strategies, (2) responsiveness to self-oriented feedback about learning effectiveness, and (3) motivational processes. SRL has been identified as having a direct correlation with students success, including improvements in grades and the development of relevant skills and strategies. Such skills and strategies are needed to become a successful lifelong learner. This chapter introduces a Mobile Multimodal Learning Analytics approach (MOLAM). I argue that the devel...
LAK22: 12th International Learning Analytics and Knowledge Conference
Twitter is a very popular microblogging platform that has been actively used by scientific commun... more Twitter is a very popular microblogging platform that has been actively used by scientific communities to exchange scientific information and to promote scholarly discussions. The present study aimed to leverage the tweet data to provide valuable insights into the development of the learning analytics field since its initial days. Descriptive analysis, geocoding analysis, and topic modeling were performed on over 1.6 million tweets related to learning analytics posted between 2010-2021. The descriptive analysis reveals an increasing popularity of the field on the Twittersphere in terms of number of users, twitter posts, and hashtags emergence. The topic modeling analysis uncovers new insights of the major topics in the field of learning analytics. Emergent themes in the field were identified, and the increasing (e.g., Artificial Intelligence) and decreasing (e.g., Education) trends were shared. Finally, the geocoding analysis indicates an increasing participation in the field from more diverse countries all around the world. Further findings are discussed in the paper.
2020 IEEE Learning With MOOCS (LWMOOCS), 2020
Since its emergence in 2011, the field of Learning Analytics demands tools that deal with the exh... more Since its emergence in 2011, the field of Learning Analytics demands tools that deal with the exhausts of digital learning systems. This paper presents our first prototype ‘OXALIC’ in an attempt to introduce a standalone Learning Analytics tool for the Open edX MOOC platform. Open edX is largely used by thousands of organizations around the world. Nonetheless, one of the most challenging issues of employing Learning Analytics in Open edX platforms is having the ability to analyze "in-depth" log files. Open edX platform is deficient in providing the same features as the 'edX' system where the latter offers data packages and the prior struggles to explore advanced analytics. The paper reports on the architecture of OXALIC, functionalities, and the user interface. We foresee promising results for future directions of OXALIC as a rigid contribution to Learning Analytics in MOOCs.
Since its emergence in 2011, the field of Learning Analytics demands tools that deal with the exh... more Since its emergence in 2011, the field of Learning Analytics demands tools that deal with the exhausts of digital learning systems. This paper presents our first prototype 'OXALIC' in an attempt to introduce a standalone Learning Analytics tool for the Open edX MOOC platform. Open edX is largely used by thousands of organizations around the world. Nonetheless, one of the most challenging issues of employing Learning Analytics in Open edX platforms is having the ability to analyze "in-depth" log files. Open edX platform is deficient in providing the same features as the 'edX' system where the latter offers data packages and the prior struggles to explore advanced analytics. The paper reports on the architecture of OXALIC, functionalities, and the user interface. We foresee promising results for future directions of OXALIC as a rigid contribution to Learning Analytics in MOOCs.
Self-regulated learning (SRL) can predict academic performance. Yet, it is difficult for learners... more Self-regulated learning (SRL) can predict academic performance. Yet, it is difficult for learners. The ability to self-regulate learning becomes even more important in emerging online learning settings. To support learners in developing their SRL, learning analytics (LA), which can improve learning practice by transforming the ways we support learning, is critical. This scoping review is based on the analysis of 54 papers on LA empirical research for SRL in online learning contexts published between 2011 and 2019. The research question is: What is the current state of the applications of learning analytics to measure and support students ' SRL in online learning environments? The focus is on SRL phases, methods, forms of SRL support, evidence for LA and types of online learning settings. Zimmerman's model (2002) was used to examine SRL phases. The evidence about LA was examined in relation to four propositions: whether LA i) improve learning outcomes, ii) improve learning support and teaching, iii) are deployed widely, and iv) used ethically. Results showed most studies focused on SRL parts from the forethought and performance phase but much less focus on reflection. We found little evidence for LA that showed i) improvements in learning outcomes (20%), ii) improvements in learning support and teaching (22%). LA was also found iii) not used widely and iv) few studies (15%) approached research ethically. Overall, the findings show LA research was conducted mainly to measure rather than to support SRL. Thus, there is a critical need to exploit the LA support mechanisms further in order to ultimately use them to foster student SRL in online learning environments.
Evidence suggests that individuals are often willing to exchange personal data for (real or perce... more Evidence suggests that individuals are often willing to exchange personal data for (real or perceived) benefits. Such an exchange may be impacted by their trust in a particular context and their (real or perceived) control over their data. Students remain concerned about the scope and detail of surveillance of their learning behavior, their privacy, their control over what data are collected, the purpose of the collection, and the implications of any analysis. Questions arise as to the extent to which students are aware of the benefits and risks inherent in the exchange of their data, and whether they are willing to exchange personal data for more effective and supported learning experiences. This study reports on the views of entry level students at the Open University (OU) in 2018. The primary aim is to explore differences between stated attitudes to privacy and their online behaviors, and whether these same attitudes extend to their university's uses of their (personal) data. The analysis indicates, inter alia, that there is no obvious relationship between how often students are online or their awareness of/concerns about privacy issues in online contexts and what they actually do to protect themselves. Significantly though, the findings indicate that students overwhelmingly have an inherent trust in their university to use their data appropriately and ethically. Based on the findings, we outline a number of issues for consideration by higher education institutions, such as the need for transparency (of purpose and scope), the provision of some element of student control, and an acknowledgment of the exchange value of information in the nexus of the privacy calculus. CCS CONCEPTS • Social and professional topics~Privacy policies • Security and privacy~Privacy protections
Self-regulated learning (SRL) refers to how learners steer their own learning. Supporting SRL has... more Self-regulated learning (SRL) refers to how learners steer their own learning. Supporting SRL has been shown to enhance the use of SRL strategies and learning performance in computer-based learning environments. However, little is known about supporting SRL in Massive Open Online Courses (MOOCs). In this study, weekly SRL prompts were embedded as videos in a MOOC. We employed a sequential pattern mining algorithm, Sequential Pattern Discovery using Equivalence classes (cSPADE), on gathered log data to explore whether differences exist between learners who viewed the SRL-prompt videos and those who did not. Results showed that SRL-prompt viewers interacted with more course activities and completed these activities in a more similar sequential pattern than non SRL-prompt viewers. Also, SRL-prompt viewers tended to follow the course structure, which has been identified as a behavioral characteristic of students who scored higher on SRL (i.e., comprehensive learners) in previous research. Based on the results, implications for supporting SRL in MOOCs are discussed.
Mobile learning (m-learning) is increasingly adopted in Higher Education (HE) given that almost a... more Mobile learning (m-learning) is increasingly adopted in Higher Education (HE) given that almost all undergraduates own mobile devices with Wi-Fi and fast Internet connections. In HE, undergraduates are required to spend a significant proportion of time on self-study as well as use effective learning strategies during self-study to achieve academic success. Therefore, the use of mobile applications opens a wealth of opportunities for undergraduates to learn by giving them continuous access to learning materials as well as enabling them to study at their own pace. However, undergraduates' use of mobile applications may be influenced by the applications' usability. The current study examines the usability of a mobile app developed to support learning in HE to shed light on undergraduates' experience using a mobile learning application in HE context for self-study and study support. While the results reveal a good level of acceptance in terms of learnability, efficiency, and satisfaction, further findings indicate that the app needs slight improvements in terms of memorability and errors. There are two key outcomes of this study, as a study support tool, the results show that undergraduates may rely on such apps for practicing and testing knowledge rather than using the app as a tool for studying. As a usability study, we did not only examine the memorability, efficiency, user satisfaction, and learnability, but also assisted ourselves in obtaining plentiful suggestions for further improvements of the app based on student experiences.
While many strategies for protecting personal privacy rely on regulatory frameworks, consent, and... more While many strategies for protecting personal privacy rely on regulatory frameworks, consent, and anonymizing data, they are not always effective. Terms and Conditions often lag behind advances in technology, software, and user behaviours, and consent to use data for a range of unclear purposes may be provided unwittingly. As the commercial market for (student) data expands, so does the number of brokers who move, share and sell data across continents and legislative environments. This paper reviews four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how consent to collect and use data is described to potential users, and how that consent applies at micro, meso, and macro levels. This paper proposes a need for greater transparency around the implications of users granting consent at the point of registration. Further, it highlights that though MOOC providers have a responsibility to make clear the potential uses and sharing of user data, users themselves should also be more aware and consider how meaningful student agency can be achieved.
Learning was once defined as the function of efforts spent in relation to efforts needed [3]. Pro... more Learning was once defined as the function of efforts spent in relation to efforts needed [3]. Provided that effort is closely linked to time, previous research has found a positive relationship between student effort over time and student success, both in university education and Massive Open Online Courses (MOOCs). With the complex environment of tracing and identifying relevant data of student learning processes in MOOCs, this study employs learning ana-lytics to examine this relationship for MITx 6.00x, an introductory programming and computer science MOOC hosted on the edX MOOC platform. A population sample from the MOOC (N = 32,621) was examined using logistic regression, controlling for variables that may also influence the outcome. Conversely, the outcome of this research study suggests that there is a curvilinear relationship between effort over time and student success, meaning those who exert effort for the longest amount of time in the MOOC actually have a lower probability of obtaining a certificate than others who exert effort over somewhat less time. Finally , research implications are discussed.
Massive Open Online Courses (MOOCs) sind in den letzten Jahren in aller Munde, wenn es darum geht... more Massive Open Online Courses (MOOCs) sind in den letzten Jahren in aller Munde, wenn es darum geht, technologiegestütztes Lernen für große Zielgruppen zu verwirklichen. MOOCs bieten dabei kostenlose Bildung mit offenem Zugang an, sowohl für die breite Öffentlichkeit als auch für spezielle Zielgruppen (z.B. Weiterbildung). Die in den Medien diskutierte Absprungrate (Drop-Out) führte zu einer notwendigen Reflexion über Vor- und Nachteile dieses Verfahrens. Die Autor_innen dieses Beitrags schlagen daher einen neuen pädagogischen Ansatz vor: Der Online-Kurs (MOOC) soll durch Präsenzunterricht ergänzt werden, um den sozialen Prozess des Lernens gezielt zu unterstützen. Während die Anreicherung von Präsenzveranstaltungen mit Online-Anteilen als „Blended Learning“ beschrieben wird, wird die Anreicherung von reinem Online-Lernen durch Präsenzangebote als „Inverse Blended Learning“ bezeichnet. Im Beitrag wird ein MOOC für Erwachsenenbildner_innen, der durch Präsenzangebote erweitert wurde, als Fallstudie vorgestellt. Aus den Daten der Nutzer_innen und ihren Aktivitäten kann mit Hilfe von Verfahren des Learning Analytics Rückschlüsse gezogen werden. Dabei zeigt sich in diesem Beispiel, dass – vermutlich durch das große Angebot und die starke Nutzung von Begleitangeboten zum MOOC – mit 48,2 Prozent eine sehr hohe Zertifizierungsquote (N=3.064 registrierte Nutzer_innen) erreicht werden konnte. Zudem wird eine Verbesserung der Interaktion zwischen den Teilnehmenden auf der MOOC-Plattform als auch in den zugehörigen Diskussionsforen beobachtet.
While many strategies for protecting personal privacy have relied on regulatory frameworks, conse... more While many strategies for protecting personal privacy have relied on regulatory frameworks, consent and anonymizing data, such approaches are not always effective. Frameworks and Terms and Conditions often lag user behaviour and advances in technology and software; consent can be provisional and fragile; and the anonymization of data may impede personalized learning. This paper reports on a dialogical multi-case study methodology of four Massive Open Online Course (MOOC) providers from different geopolitical and regulatory contexts. It explores how the providers (1) define 'personal data' and whether they acknowledge a category of 'special' or 'sensitive' data; (2) address the issue and scope of student consent (and define that scope); and (3) use student data in order to inform pedagogy and/or adapt the learning experience to personalise the context or to increase student retention and success rates. This study found that large amounts of personal data continue to be collected for purposes seemingly unrelated to the delivery and support of courses. The capacity for users to withdraw or withhold consent for the collection of certain categories of data such as sensitive personal data remains severely constrained. This paper proposes that user consent at the time of registration should be reconsidered, and that there is a particular need for consent when sensitive personal data are used to personalize learning, or for purposes outside the original intention of obtaining consent.
We present a mobile game app (EUR Game) that has been designed to complement teaching and learnin... more We present a mobile game app (EUR Game) that has been designed to complement teaching and learning in higher education. The mobile game app can be used by teachers to gauge how well students are meeting the learning objectives. Teachers can use the information to provide 'just-in-time' support and adapt their lessons accordingly. For the students, the game app is a study tool that can be used to test their own understanding and monitor their study progress. This, in turn, supports students' self-regulated learning. Gamification elements are also included in the game app to enhance the learning experience. During the demonstration, participants will experience the features of the game app and be engaged in an interactive session to explore the possible ways to use the mobile game app to support teaching and learning.
Despite evidence that learning analytics has become institutionalised within higher education sin... more Despite evidence that learning analytics has become institutionalised within higher education since its emergence in 2011, there remain questions regarding its impact on informing curricula, pedagogy and ultimately, on student success. A variety of factors can impact on the successful implementation of learning analytics. Despite its huge potential, learning analytics may become stuck in the middle of, inter alia, the need to balance operational needs and resource allocation, and different perceptions of learning, agency and loci of control in learning, teaching and macro-societal factors. In this conceptual paper, we propose an institutional cartography of learning analytics and explore the impact of a number of micro, meso and macro institutional factors that may impact and shape the institutionalisation of learning analytics. We utilise a socio-critical model for understanding student success as a conceptual basis for developing this cartography.
It has been 10 years since the first MOOC was prepared by George Siemens and Stephen Downes on co... more It has been 10 years since the first MOOC was prepared by George Siemens and Stephen Downes on connectivism and connected knowledge at the University of Manitoba. From 25 participants only to hundreds of thousands of students in 2011, MOOCs became a hype in technology-enhanced learning context. Nevertheless, the phenomenon of MOOCs has become widely experienced with low completion rates. As a result, It becomes necessary to improve the learning experience of MOOC users using different types of interventions. One of the suggested actions is gamifying learners experience and captivating the MOOC learning environment. In this presentation, we discuss the added value of employing gamification, the context that can fit in MOOC environment, as well as list the most popular gamification elements that enhance student engagement and motivation.
A Massive Open Online Course (MOOC) is a type of online learning environment that has the potenti... more A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement and progression in the courses are problematic. Following the increasing adoption of gamification in education, it is possible that gamification can also be effectively adopted in MOOCs to enhance students' motivation and increase completion rates. Yet at present, the extent to which gamification has been examined in MOOCs is not known. Considering the myriad gamification elements that can be adopted in MOOCs (e.g., leaderboards and digital badges), this theoretical research study reviews scholarly publications examining gamification of MOOCs. The main purpose is to provide an overview of studies on gamification in MOOCs, types of research studies, theories applied, gamification elements implemented, methods of implementation, the overall impact of gamification in MOOCs, and the challenges faced by researchers and practitioners when implementing gamification in MOOCs. The results of the literature study indicate that research on gamification in MOOCs is in its early stages. While there are only a handful of empirical research studies, results of the experiments generally showed a positive relation between gamification and student motivation and engagement. It is concluded that there is a need for further studies using educational theories to account for the effects of employing gamification in MOOCs.
Massive Open Online Courses (MOOCs) have been a hype in technology enhanced learning systems the ... more Massive Open Online Courses (MOOCs) have been a hype in technology enhanced learning systems the last couple of years. The promises behind MOOCs stand on delivering free and open education to the public, as well as training a large criterion of students. However, MOOCs clashes severely with students dropout which by then forced educationalists to deeply think of MOOCs effectivity from all angles. As a result, the authors of this paper propose a pedagogical idea that strongly depends on injecting the online learning (MOOC) with face-to-face sessions to refresh the students minds as well as integrating them in the real learning process. The authors after that analyze the results of their experiment using Learning Analytics. The outcomes have shown a new record of certification ratio (35.4%), an improvement of student interaction in the MOOC platform, and a manifest in social interaction in the MOOC discussion forum.
Massive Open Online Courses (MOOCs) require students' motivation either intrinsically or extrinsi... more Massive Open Online Courses (MOOCs) require students' motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A key result of research in the past couple of years has proved that students' engagement in MOOCs is strongly related to their activities online. These activities are related to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students' data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students' activity and engagement in discussion forums, login frequency and quiz trials. The active students' cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.
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Papers by Mohammad Khalil
different disciplines have shown significant interest in MOOCs as the phenomenon has rapidly grown. In fact, MOOCs have been proven to scale education in disparate areas. Their benefits are crystallized in
the improvement of educational outcomes, reduction of costs and accessibility expansion. Due to their unusual massiveness, the large datasets of MOOC platforms require advanced tools and methodologies for further examination. The key importance of learning analytics is reflected here. MOOCs offer diverse challenges and practices for learning analytics to tackle. In view of that, this thesis combines both fields in order to investigate further steps in the learning analytics capabilities in MOOCs. The primary research of this dissertation focuses on the integration of learning analytics in MOOCs, and thereafter looks into examining students’ behavior on one side and bridging MOOC
issues on the other side. The research was done on the Austrian iMooX xMOOC platform. We followed the prototyping and case studies research methodology to carry out the research questions of this dissertation. The main contributions incorporate designing a general learning analytics framework, learning analytics prototype, records of
students’ behavior in nearly every MOOC’s variables (discussion forums, interactions in videos, self-assessment quizzes, login frequency), a cluster of student engagement, and a conceptualization and implementation of a student motivational model. In the end, this dissertation presents a set of security and ethical challenges faced by learning analytics and contributes a conceptualization and implementation of a de-identification approach that offers a good solution to the ethical implications of learning analytics in MOOCs.