diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

Jihane Sophia Tahiri, Samir Bennani, Mohamed Khalidi Idrissi

Abstract


Diversifying learning practices and situations helps learners to better regulate their learning with deep understanding, which improves learning outcomes. Accordingly, this paper presents our vision of a differentiation system of learning paths within MOOC. Promising beginning point for this vision would be to determine new factors that directly affect the success rate. Then, we introduce the theoretical framework of differentiated instruction, which represents the key component of the proposed system. Finally, we implement some key concepts in differentiation and some techniques for assigning learners into groups in order to differentiate learning paths. The main purpose of the proposed contribution is to optimize learning situations of each learner according to his needs. As a result reducing the proportion of learners in a situation of failure and thereby improving the success rate.

Keywords


Massive Open Online Courses; MOOC; differentiated instruction; differentiation; heterogeneity; learner path; dropout rate; decision tree; IMS-LIP; learner profile; learner groups; assessment

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International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
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