HCI expertise needed! Personalisation and feedback optimisation in online education

Two key challenges in education relate to how traditional educational providers can personalise online provisions to the students’ skill level, optimise the use of tools and increase both the generation and utilisation of feedback (in terms of timing, content, and subsequent use by students). The application of traditional programmes in the online setting is often complicated by the legacy of traditional universities infrastructures, knowledge bases (or lack thereof in the human-computer-interaction/HCI realm), and pedagogical priorities. It is here that HCI experts (designers and researchers) can have real-world impact in line with macro-HCI, while also being able to test new innovations in collaboration with educators (e.g., the practitioners in such education settings). In this note, we make a case that the HCI community is in a situation where it can make a significant contribution to traditional providers in two prospective areas: personalisation, feedback generation and increased feedback utilisation.

Content

Author and article information

Contributors

Debora Jeske

Mammed Bagher

Nadia Pantidi

Conference

Publication date: July 2017

Publication date (Print): July 2017

Pages: 1-4

Affiliations

[0001]University College Cork

Cork, Republic of Ireland

[0002]Edinburgh Napier University

Edinburgh, United Kingdom

Article

DOI: 10.14236/ewic/HCI2017.15

SO-VID: ad26d79b-b231-418a-88f9-628890962bdd

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This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: Proceedings of the 31st International BCS Human Computer Interaction Conference (HCI 2017)

Conference acronym: HCI

Conference number: 31

Conference location: Sunderland, UK

Conference date: 3 - 6 July 2017

Conference sponsor: Electronic Workshops in Computing (eWiC)

Conference theme: digital make-believe, with delegates considering our expansive

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1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2017.15

Self URI (journal page): https://ewic.bcs.org/

references

G. AlexandronJ.A. Ruipérez-ValienteZ. ChenP.J. Munoz-MerinoD.E. Pritchard 2017 Copying@Scale: Using Harvesting Accounts for Collecting Correct Answers in a MOOC Computers & Education 108 96 114
A.J. Czaplewski 2009 Computer-Assisted Grading Rubrics: Automating the Process of Providing Comments and Student Feedback Marketing Education Review 19 1 29 36
L. D’AntoniD. KiniR. AlurS. GulwaniM. ViswanathanB. Hartmann 2015 How Can Automatic Feedback Help Students Construct Automata? ACM Transactions on Computer-Human Interaction 22 2 Article 9 1 24
S.N. DemetriadisP.M. PapadopoulosI. G. StamelosF. Fisher 2008 The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning Computers & Education 51 2 939 954
M.D. DixsonM.R. GreenwellC. Rogers-StacyT. WeisterS. Lauer 2016 Nonverbal immediacy behaviors and online student engagement: bringing past instructional research into the present virtual classroom Communication Education 66 1 37 53
Domain of One’s Own 2017 Home page http://umw.domains/ 30 March 2017
E. FoongS.P. DowB.P. BaileyE.M. Gerber 2017 Online Feedback Exchange: a Framework for Understanding the SocioPsychological Factors pCHI 2017 May 06-11 2017 Denver, CO, USA
S. GovaertsK. VerbertJ. KlerkxE. Duval 2010 qVisualizing Activities for Self-reflection and Awareness ICWL 2010, Lecture Notes in Computer Science 6483 91 100
T. KimM. YangJ. BaeB. MinI. LeeJ. Kim 2017 Escape from infinite freedom: Effects of constraining user freedom on the prevention of dropout in an online learning context Computers in Human Behavior 66 217 231
R.F. KizilcecS. Halawa 2015 Attrition and Achievement Gaps in Online Learning L@S 2015 March 14-18 2015 Vancouver, BC, Canada
E. KosbaV. DimitrovaR. Boyle 2007 Adaptive feedback generation to support teachers in web-based distance education User Modeling and User-Adapted Interaction 17 4 379 413
Y. KotturiC. KulkarniM.S. BernsteinS. Klemmer 2015 Structure and Messaging Techniques for Online Peer Learning Systems that Increase Stickiness L@S 2015 March 14-18 2015 Vancouver, BC, Canada
C. KulkarniY. KotturiM.S. BernsteinS. Klemmer 2016 Designing Scalable and Sustainable Peer Interactions Online H. PlattnerC. MeinelL. Leifer Design Thinking Research 237 273 Part of the series Understanding Innovation Switzerland Springer International
N. LewkowJ. FeildN. ZimmermanM. RiedeselA. EssaD. BoulangerJ. SeanovskyV. KumarKinshuk 2016 A Scalable Learning Analytics Platform for Automated Writing Feedback L@S '16 Proceedings of the Third (2016) ACM Conference on Learning @ Scale Edinburgh, Scotland, UK April 25-26 109 112
E. McKayJ. Izard 2016 Planning Effective HCI Courseware Design to Enhance Online Education and Training F.F.-H NahC.-H Tan HCIBGO 2016 Part II, LNCS 9752 183 195 Switzerland Springer International Publishing
J. MullenC. ByunV. GadepallyS. SamsiA. ReutherJ. Kepner 2017 Learning by doing, High Performance Computing education in the MOOC era Journal of Parallel and Distributed Computing.ePub doi:10.1016/j.jpdc.2017.01.015
T.J. NgoonA. DeutschR. ChenS. Lip 2016 Oppia: A Community of Peer Learners to Make Conversational Learning Experiences CSCW '16 Companion February 27 March 02 2016 San Francisco, CA, USA
J. Orlando 2016 A Comparison of Text, Voice, and Screencasting Feedback to Online Students American Journal of Distance Education 30 3 156 166
S. Ovaska 2013 User experience and learning experience in online HCI courses IFIP Conference on Human-Computer Interaction 447 454 Springer Berlin Heidelberg
A. PardoF. HanR. Ellis 2016 Combining University Student Self-regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance IEEE Transactions on Learning Technologies 99 1 12
H.E. SchafferK.R. YoungE.W. LigonD.D. Chapman 2017 Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph Frontiers in Psychology, published 28 February 2017 doi:10.3389/fpsyg.2017.00260
A. S. SunarS. WhiteN.A. AbdullahH.C. Davis 2016 How learners’ interactions sustain engagement: a MOOC case study IEEE Transactions on Learning Technologies 99 1 11
D.T. TempelaarB. RientiesQ. Nguyen 2017 Towards actionable learning analytics using dispositions IEEE Transactions on Learning Technologies 99 1 11
D. YoonN. ChenB. RandlesA. CheatleC.E. LöckenhoffSJ. JacksonA. SellenF. Guimbretière 2016 RichReview++: Deployment of a Collaborative Multi-modal Annotation System for Instructor Feedback and Peer Discussion CSCW '16 February 27 March 02 2016 San Francisco, CA, USA

Comments

Comment on this article

[1] G. AlexandronJ.A. Ruipérez-ValienteZ. ChenP.J. Munoz-MerinoD.E. Pritchard 2017 Copying@Scale: Using Harvesting Accounts for Collecting Correct Answers in a MOOC Computers & Education 108 96 114

[2] A.J. Czaplewski 2009 Computer-Assisted Grading Rubrics: Automating the Process of Providing Comments and Student Feedback Marketing Education Review 19 1 29 36

[3] L. D’AntoniD. KiniR. AlurS. GulwaniM. ViswanathanB. Hartmann 2015 How Can Automatic Feedback Help Students Construct Automata? ACM Transactions on Computer-Human Interaction 22 2 Article 9 1 24

[4] S.N. DemetriadisP.M. PapadopoulosI. G. StamelosF. Fisher 2008 The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning Computers & Education 51 2 939 954

[5] M.D. DixsonM.R. GreenwellC. Rogers-StacyT. WeisterS. Lauer 2016 Nonverbal immediacy behaviors and online student engagement: bringing past instructional research into the present virtual classroom Communication Education 66 1 37 53

[6] Domain of One’s Own 2017 Home page http://umw.domains/ 30 March 2017

[7] E. FoongS.P. DowB.P. BaileyE.M. Gerber 2017 Online Feedback Exchange: a Framework for Understanding the SocioPsychological Factors pCHI 2017 May 06-11 2017 Denver, CO, USA

[8] S. GovaertsK. VerbertJ. KlerkxE. Duval 2010 qVisualizing Activities for Self-reflection and Awareness ICWL 2010, Lecture Notes in Computer Science 6483 91 100

[9] T. KimM. YangJ. BaeB. MinI. LeeJ. Kim 2017 Escape from infinite freedom: Effects of constraining user freedom on the prevention of dropout in an online learning context Computers in Human Behavior 66 217 231

[10] R.F. KizilcecS. Halawa 2015 Attrition and Achievement Gaps in Online Learning L@S 2015 March 14-18 2015 Vancouver, BC, Canada

[11] E. KosbaV. DimitrovaR. Boyle 2007 Adaptive feedback generation to support teachers in web-based distance education User Modeling and User-Adapted Interaction 17 4 379 413

[12] Y. KotturiC. KulkarniM.S. BernsteinS. Klemmer 2015 Structure and Messaging Techniques for Online Peer Learning Systems that Increase Stickiness L@S 2015 March 14-18 2015 Vancouver, BC, Canada

[13] C. KulkarniY. KotturiM.S. BernsteinS. Klemmer 2016 Designing Scalable and Sustainable Peer Interactions Online H. PlattnerC. MeinelL. Leifer Design Thinking Research 237 273 Part of the series Understanding Innovation Switzerland Springer International

[14] N. LewkowJ. FeildN. ZimmermanM. RiedeselA. EssaD. BoulangerJ. SeanovskyV. KumarKinshuk 2016 A Scalable Learning Analytics Platform for Automated Writing Feedback L@S '16 Proceedings of the Third (2016) ACM Conference on Learning @ Scale Edinburgh, Scotland, UK April 25-26 109 112

[15] E. McKayJ. Izard 2016 Planning Effective HCI Courseware Design to Enhance Online Education and Training F.F.-H NahC.-H Tan HCIBGO 2016 Part II, LNCS 9752 183 195 Switzerland Springer International Publishing

[16] J. MullenC. ByunV. GadepallyS. SamsiA. ReutherJ. Kepner 2017 Learning by doing, High Performance Computing education in the MOOC era Journal of Parallel and Distributed Computing.ePub doi:10.1016/j.jpdc.2017.01.015

[17] T.J. NgoonA. DeutschR. ChenS. Lip 2016 Oppia: A Community of Peer Learners to Make Conversational Learning Experiences CSCW '16 Companion February 27 March 02 2016 San Francisco, CA, USA

[18] J. Orlando 2016 A Comparison of Text, Voice, and Screencasting Feedback to Online Students American Journal of Distance Education 30 3 156 166

[19] S. Ovaska 2013 User experience and learning experience in online HCI courses IFIP Conference on Human-Computer Interaction 447 454 Springer Berlin Heidelberg

[20] A. PardoF. HanR. Ellis 2016 Combining University Student Self-regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance IEEE Transactions on Learning Technologies 99 1 12

[21] H.E. SchafferK.R. YoungE.W. LigonD.D. Chapman 2017 Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph Frontiers in Psychology, published 28 February 2017 doi:10.3389/fpsyg.2017.00260

[22] A. S. SunarS. WhiteN.A. AbdullahH.C. Davis 2016 How learners’ interactions sustain engagement: a MOOC case study IEEE Transactions on Learning Technologies 99 1 11

[23] D.T. TempelaarB. RientiesQ. Nguyen 2017 Towards actionable learning analytics using dispositions IEEE Transactions on Learning Technologies 99 1 11

[24] D. YoonN. ChenB. RandlesA. CheatleC.E. LöckenhoffSJ. JacksonA. SellenF. Guimbretière 2016 RichReview++: Deployment of a Collaborative Multi-modal Annotation System for Instructor Feedback and Peer Discussion CSCW '16 February 27 March 02 2016 San Francisco, CA, USA

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