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Mouse tracking serves as an alternative to eye tracking in measuring the learning process in education because of its affordability. Moreover, mouse tracking does not require extra hardware, as in the case of eye tracking, because it is a feature in personal computers by default. Therefore, it is possible to implement mouse tracking in a massive open scale. However, mouse tracking has only been implemented in a laboratory setting to date, ostensibly because of the associated extremely high running costs. Nonetheless, there is no available data to support the claim of high resource costs, which has resulted in much speculation among implementers. In general, the implementation of mouse tracking in a non-laboratory environment is still rare. Therefore, the authors developed an application to investigate real-time mouse tracking online. It was implemented on the Moodle learning management system and tested on an online quiz session accessed abroad. Additionally, the application can handle tracking on mobile devices. In this work, the main resources that include CPU, network, RAM, and storage costs were measured when mouse tracking was used. These results can serve as a reference for network and server administrators during future implementation of this technique. It was determined that the characteristics of mouse activities were dynamic in that occasional surges and lulls were observed. Additionally, this article also discussed the advantage of real-time and online implementation to regular online implementation and showed that there is a possibility of implementing mouse tracking on a large scale if mouse tracking data are not aggregated and transmitted as a single data package.
One of the objectives of the performance measurement of gradebased higher education is to reduce the failure rate of students. To identify and reduce the number of failing students, the learning activities and behaviors of students in the classroom must be continuously monitored; however, monitoring a large number of students is an extremely difficult task. A penetration of webbased learning systems in academic institutions revealed the possibility of evaluating student activities via these systems. In this paper, we propose an early prediction scheme to identify students at risk of failing in a blended learning course. We employ a neural network on the set of prediction variables extracted from the online learning activities of students in a learning management system. The experiments were based on data from 1110 student who attended a compulsory, sophomore-level course. The results indicate that a neural-network-based approach can achieve early identification of students that are likely to fail; 25% of the failing students were correctly identified after the first quiz submission. After the mid-term examination, 65% of the failing students were correctly predicted.
E-learning can be a potential solution to educational inequality problem in developing countries, like Mongolia, with vast land and sparse population. With the introduction of Massive Open Online Courses (MOOCs), some impressive cases bring the attention of the public towards it. But there is no specific evidence that shows Mongolian students’ experiences related to these online courses yet. Purpose of this study was to examine Mongolian students’ MOOC perception and experience, especially influence of access, skills, and preferences in their practice. We used a 15-item questionnaire and results were based on 6846 students’ responses. The study population consists of undergraduate students of the National University of Mongolia and high school students from 8 schools in Ulaanbaatar city. There was a significant difference between university and high school students in the awareness and enrollment rates. 47% of the students have heard of MOOCs and 2518 respondents (37%) had an experience of taking MOOCs. Our results show that students have a doubt about MOOC’s academical quality and consider it as an additional source of learning materials. The results of this study can be used to compare students’ perception from other developing countries.
Дэлхий дахины боловсролын салбарт цахим сургалтын технологи асар хурдацтай өсөн дэвшсээр байна. Хөгжиж буй орнуудад ч гэсэн интернэт болон мэдээллийн технологи хэрэглэх бололцоо нэмэгдсэнээр үүнд оролцох боломжтой болсон ба энэ нь цахим сургалт тэр дундаа Нийтэд Нээлттэй Онлайн Хичээл (MOOC) системд ихээхэн түлхэц болж байна. Дэлхийн тэргүүлэх их сургуулиуд өөрсдийн MOOC платформ болон түүн дээрх нээлттэй хичээлүүдээ хөгжүүлэн олон нийт болон дээд боловсролд хувь нэмрээ оруулсаар байна. Түүнчлэн уламжлалт болон цахим сургалтуудыг хослуулсан холимог хэлбэрийн сургалтууд шинээр бий болсон. Энэхүү эрдэм шинжилгээний өгүүлэлд холимог сургалтын нэгэн шинэ төрөл болох тонгоруу сургалтыг уламжлалт сургалттай харьцуулсан хэрэгжүүлэлтийн үр дүнг дурдах болно.
Online learning is one of the fastest growing trends in educational technology. The application of e-learning in developing countries has gradually advanced in recent years with an improved availability of internet connections and IT support. Moreover, it has enabled one of the most attractive recent developments in education – the deployment of massive open online courses. World leading universities develop their own MOOC platforms with free, open access making a huge contribution for public learning and higher education. Although, MOOC’s main principle is to deliver learning content online to anyone - without limit on attendance, some of the providers offer Small Private Online Courses to universities, where Small Private Online Course is a licensed, blended version of the course combined with on-campus learning activities for limited number of students. National University of Mongolia (NUM) is one of the first 3 non-American universities and one of the first 15 universities in the world which successfully used blended online courses. In this paper, we will present findings and perceptions on the experience in NUM, gathered from introduction of MOOC’s blended version Massachusetts Institute of Technology since Fall 2012 and implementation of 7 undergraduate, blended courses in School of Engineering and Applied Sciences of NUM, which started from academic year 2014/15.
The application of e-learning in developing countries has gradually advanced in recent years with an improved availability of internet connections and IT support. Moreover, it has enabled one of the most attractive recent developments in education – the deployment of massive open online courses. World leading universities develop their own MOOC platforms with free, open access making a huge contribution for public learning and higher education. Although, MOOC’s main principle is to deliver learning content online to anyone - without limit on attendance, some of the providers offer Small Private Online Courses (SPOC) to universities, where SPOC is a licensed, blended version of the course combined with on-campus learning activities for limited number of students. National University of Mongolia (NUM) is one of the first 3 non-American universities and one of the first 15 universities in the world which successfully used blended online courses. In this paper, we will present findings and perceptions on the experience in NUM, gathered from introduction of MOOC’s blended version MIT since Fall 2012 and implementation of 7 undergraduate, flipped classroom courses in School of Engineering and Applied Sciences.
Recent years, e-learning became a common delivery media for education all over the world. While e- learning technology introduced relatively late in Mongolian universities, there isn’t any successful implementation history yet. Evaluation of the institutional soundness of e-learning as well as the readiness of learners is crucial to engage e-learning successfully. The purpose of this study was to support the development of an instrument to measure readiness in online learning environments, assess students’ readiness in National University of Mongolia (NUM) and identify influencing factors among instrumental items. In this study, we used 15-item instrument with 5- point Likert-type scale answers. Results were based on responses from 400 undergraduate students covering 13 departments of NUM. The study has found that majority of the students are ready for e-learning, demonstrating high score level of preparation and five major factors were identified that highly affects students readiness.
