Nan Li
École Polytechnique Fédérale de Lausanne
Likert scaleHuman–computer interactionLifelong learningEmpirical researchEngineeringWorld Wide WebCollaborative learningClickstreamSynchronicityEmpirical evidenceIndividualismConstruct (philosophy)PedagogyLeverage (negotiation)Information sharingOrchestration (computing)ConversationLearning analyticsMassive open online courseLongitudinal studyFlipped classroomIndex (publishing)Quality (business)Context (language use)Style (sociolinguistics)Context awarenessGroup learningAmbient displayLearning experienceStudent learningPositive relationshipStudy groupsLearning opportunitiesSocial facilitationFocus (computing)Computer scienceMultimediaPhenomenonDistance educationCooperative learningKnowledge managementCluster analysisAnalyticsSemi-structured interviewInformation processingCategorization
14Publications
8H-index
343Citations
Publications 12
Newest
#1Pierre DillenbourgH-Index: 62
#2Nan LiH-Index: 8
Last. Lukasz KidzinskiH-Index: 7
view all 3 authors...
Reference EPFL-CHAPTER-218182 URL: http://www.portlandpresspublishing.com/sites/default/files/Editorial/Wenner/PPL_Wenner_Ch02.pdf Record created on 2016-04-24, modified on 2017-05-12
1 Citations
Sep 15, 2015 in EC-TEL (European Conference on Technology Enhanced Learning)
#1Nan Li (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 8
#2Lukasz Kidzinski (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 7
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 4 authors...
For MOOC learners, lecture video viewing is the central learning activity. This paper reports a large-scale analysis of in-video interactions. We categorize the video behaviors into patterns by employing a clustering methodology, based on the available types of interactions, namely, pausing, forward and backward seeking and speed changing. We focus on how learners view MOOC videos with these interaction patterns, especially on exploring the relationship between video interaction and perceived vi...
45 CitationsSource
Sep 14, 2015 in INTERACT (International Conference on Human-Computer Interaction)
#1Nan Li (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 8
#2Łukasz Kidziński (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 10
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 3 authors...
We designed BOOC, an application that synchronizes textbook content with MOOC (Massive Open Online Courses) videos. The application leverages a tablet display split into two views to present lecture videos and textbook content simultaneously. The display of the book serves as peripheral contextual help for video viewing activities. A five-week user study with 6 groups of MOOC students in a blended on-campus course was conducted. Our study in this paper reports how textbooks are used in authentic...
3 CitationsSource
#1Nan LiH-Index: 8
#2Lukasz KidzinskiH-Index: 7
Last. Pierre DillenbourgH-Index: 62
view all 4 authors...
Lecture videos are the major components in MOOCs. It is common for MOOC analytics researchers to model video behaviors in order to identify at-risk students. Much of the work emphasized prediction. However, we have little empirical understanding about these video interactions, especially at the click-level. For example, what kind of video interactions may indicate a student has experienced difficulty? To what extent can video interactions tell us about perceived video difficulty? In this paper, ...
24 Citations
Oct 1, 2014 in EMNLP (Empirical Methods in Natural Language Processing)
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Patrick Jermann (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 24
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 4 authors...
In this work, we explore video lec- ture interaction in Massive Open Online Courses (MOOCs), which is central to stu- dent learning experience on these educa- tional platforms. As a research contribu- tion, we operationalize video lecture click- streams of students into cognitively plau- sible higher level behaviors, and construct a quantitative information processing in- dex, which can aid instructors to better un- derstand MOOC hurdles and reason about unsatisfactory learning outcomes. Our re-...
85 CitationsSource
Oct 1, 2014 in EMNLP (Empirical Methods in Natural Language Processing)
#1Tanmay Sinha (CMU: Carnegie Mellon University)H-Index: 11
#2Nan Li (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 8
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 4 authors...
This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video click- stream interactions and forum activities, we seek to fundamentally understand traits that are predictive of decreasing engagement over time. Grounded in the inter- disciplinary field of network science, we follow a graph based approach to success- fully extract indicators of active and passive M...
50 CitationsSource
#1Tanmay SinhaH-Index: 11
#2Patrick JermannH-Index: 24
Last. Pierre DillenbourgH-Index: 62
view all 4 authors...
With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. The hope is that this new surge of development will bring the vision of equitable access to lifelong learning opportunities within practical reach. MOOCs offer many valuable learning experiences to students, from video lectures, readings, assignments and exams, to opportunities to connect and collaborate with others thro...
19 Citations
#1Nan LiH-Index: 8
#2Himanshu Verma (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 8
Last. Pierre Dillenbourg (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 62
view all 6 authors...
Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study that investigates how co-located study groups watch and study MOOC videos together. The study was conducted with on-campus flipped classroom students. Our subjects reported an overall high satisfaction with the study group style. The research reveals ...
63 CitationsSource
#1Nan LiH-Index: 8
#2Himanshu Verma (EPFL: École Polytechnique Fédérale de Lausanne)H-Index: 8
Last. Pierre DillenbourgH-Index: 62
view all 5 authors...
Study groups are common approaches for students to study together at schools. However, little is known about how this approach is suited to MOOC based learning, where learners watch and discuss MOOC lecture videos in a collaborative manner. Watching MOOCs with peers creates learning experiences that blend the way students learn in classroom with learning through a computer: Students get a chance to “pause” the professor as well as to discuss with other learners. In this paper, we explore this ty...
5 Citations
#1Jan BlomH-Index: 20
#2Himanshu VermaH-Index: 8
Last. Pierre DillenbourgH-Index: 62
view all 5 authors...
We report about two ongoing studies, which challenge the individualistic model of MOOC based learning. MOOC usage is embedded in the context of collocated study groups. The ability to pause a lecture and discuss its contents with peers creates learning opportunities. Learning by explaining has been proved effective through many empirical studies. We investigate the best way to configure these study groups with different tools.
26 Citations