| 1. |
- Abdelgalil, Mohammed Saqr, et al.
(författare)
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The longitudinal trajectories of online engagement over a full program
- 2021
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 175
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Tidskriftsartikel (refereegranskat)abstract
- Student engagement has a trajectory (a timeline) that unfolds over time and can be shaped by different factors including learners' motivation, school conditions, and the nature of learning tasks. Such factors may result in either a stable, declining or fluctuating engagement trajectory. While research on online engagement is abundant, most authors have examined student engagement in a single course or two. Little research has been devoted to studying online longitudinal engagement, i.e., the evolution of student engagement over a full educational program. This learning analytics study examines the engagement states (sequences, successions, stability, and transitions) of 106 students in 1396 course enrollments over a full program. All data of students enrolled in the academic year 2014-2015, and their subsequent data in 2015-2016, 2016-2017, and 2017-2018 (15 courses) were collected. The engagement states were clustered using Hidden Markov Models (HMM) to uncover the hidden engagement trajectories which resulted in a mostly-engaged (33% of students), an intermediate (39.6%), and a troubled (27.4%) trajectory. The mostly-engaged trajectory was stable with infrequent changes, scored the highest, and was less likely to drop out. The troubled trajectory showed early disengagement, frequent dropouts and scored the lowest grades. The results of our study show how to identify early program disengagement (activities within the third decile) and when students may drop out (first year and early second year).
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| 2. |
- Abdelgalil, Mohammed Saqr, et al.
(författare)
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Toward self big data
- 2021
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Ingår i: International Journal of Health Sciences (IJHS). - : QASSIM UNIV, COLL MEDICINE. - 1658-3639. ; 15:5, s. 1-2
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Tidskriftsartikel (refereegranskat)
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| 3. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
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Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 4. |
- Apiola, Mikko, et al.
(författare)
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A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
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Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 5. |
- Apiola, Mikko, et al.
(författare)
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Exploring the Past, Present and Future of Computing Education Research: An Introduction
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 1-7
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Bokkapitel (refereegranskat)abstract
- This chapter is an introduction to the book “Past, Present and Future of Computing Education Research: A Global Perspective.” This book uses a mixture of scientometrics, meta-research and case studies to offer a new view about the evolution and current state of computing education research (CER) as a field of science. In its 21 chapters, this book presents new insights of authors, author communities, publication venues, topics of research, and of regional initiatives and topical communities of CER. This chapter presents an overview of the contents of this book.
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| 6. |
- Apiola, Mikko, et al.
(författare)
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From a National Meeting to an International Conference : A Scientometric Case Study of a Finnish Computing Education Conference
- 2022
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 66576-66588
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Tidskriftsartikel (refereegranskat)abstract
- Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education
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| 7. |
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| 8. |
- López-Pernas, Sonsoles, et al.
(författare)
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Putting It All Together:Combining Learning Analytics Methods and Data Sources to Understand Students’ Approaches to Learning Programming
- 2021
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 13:9, s. 4825-4843
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Tidskriftsartikel (refereegranskat)abstract
- Learning programming is a complex and challenging task for many students. It involves both understanding theoretical concepts and acquiring practical skills. Hence, analyzing learners’ data from online learning environments alone fails to capture the full breadth of students’ actions if part of their learning process takes place elsewhere. Moreover, existing studies on learning analytics applied to programming education have mainly relied on frequency analysis to classify students according to their approach to programming or to predict academic achievement. However, frequency analysis provides limited insights into the individual time-related characteristics of the learning process. The current study examines students’ strategies when learning programming, combining data from the learning management system and from an automated assessment tool used to support students while solving the programming assignments. The study included the data of 292 engineering students (228 men and 64 women, aged 20–26) from the two aforementioned sources. To gain an in-depth understanding of students’ learning process as well as of the types of learners, we used learning analytics methods that account for the temporal order of learning actions. Our results show that students have special preferences for specific learning resources when learning programming, namely, slides that support search, and copy and paste. We also found that videos are relatively less consumed by students, especially while working on programming assignments. Lastly, students resort to course forums to seek help only when they struggle.
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| 9. |
- Saqr, Mohammed, et al.
(författare)
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The longitudinal association between engagement and achievement varies by time, students' profiles, and achievement state : A full program study
- 2023
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 199
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Tidskriftsartikel (refereegranskat)abstract
- There is a paucity of longitudinal studies in online learning across courses or throughout pro-grams. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full program for 106 students. Our findings have indicated that the association between engagement and achievement varies between students and progresses differently between such groups over time. Our results showed that online engagement at any single time-point is not a consistent indicator for high achievement. It takes more than a single point of time to reliably forecast high achievement throughout the program. Longitudinal high grades, or longitudinal high levels of engagement (either separately or combined) were indicators of a stable academic trajectory in which students remained engaged -at least on average- and had a higher level of achievement. On the other hand, disengagement at any time point was consistently associated with lower achievement among low-engaged students. Improving to a higher level of engagement was associated with -at least- acceptable achievement levels and rare dropouts. Lack of improvement or "catching up" may be a more ominous sign that should be proactively addressed.
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