@article{barker_lee_kellogg_anderson_2024, title={The Viability of Topic Modeling to Identify Participant Motivations for Enrolling in Online Professional Development}, volume={28}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v28i1.3571}, DOI={10.24059/olj.v28i1.3571}, abstractNote={Identifying motivation for enrollment in MOOCs has been an important way to predict participant success rates. But themes for motivation have largely centered around themes for enrolling in any MOOC, and not ones specific to the course being studied. In this study, qualitatively coding discussion forums was combined with topic modeling to identify participants’ motivation for enrolling in two successive statistics education professional development online courses. Computational text mining, such as topic modeling, is a learning analytics field that has proven effective in analyzing large volumes of text to automatically identify topics or themes. This contrasts with traditional qualitative approaches, in which researchers manually apply labels (or codes) to parts of text to identify common themes. Combining topic modeling and qualitative research may prove useful to education researchers and practitioners in better understanding and improving online learning contexts that feature asynchronous discussion. Three topic modeling approaches were used in this study, including both unsupervised and semi-supervised modeling techniques. The three topic modeling approaches were validated and compared to determine which participants were assigned motivation themes that most closely aligned to their posts made in an introductory discussion forum. A discussion of how each technique can be useful for identifying topical themes within discussion forum data is included. Though the three techniques have varying success rates in identifying motivation for enrolling in the MOOCs, they do all identify similar themes for motivation that are specific to statistics education.}, number={1}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Barker, Heather Allmond and Lee, Hollylynne S and Kellogg, Shaun and Anderson, Robin}, year={2024}, month={Mar} }
 @article{huggins_kellogg_2020, title={Technology-enabled personalized learning: A promising practice in need of robust research}, volume={120}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12384}, abstractNote={School Science and MathematicsVolume 120, Issue 1 p. 1-3 ORIGINAL ARTICLE Technology-enabled personalized learning: A promising practice in need of robust research Erin S. Huggins, Corresponding Author Erin S. Huggins eshuggin@ncsu.edu Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA Correspondence Erin S. Huggins, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA. Email: eshuggin@ncsu.eduSearch for more papers by this authorShaun Kellogg, Shaun Kellogg Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USASearch for more papers by this author Erin S. Huggins, Corresponding Author Erin S. Huggins eshuggin@ncsu.edu Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA Correspondence Erin S. Huggins, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA. Email: eshuggin@ncsu.eduSearch for more papers by this authorShaun Kellogg, Shaun Kellogg Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USASearch for more papers by this author First published: 24 January 2020 https://doi.org/10.1111/ssm.12384Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume120, Issue1January 2020Pages 1-3 RelatedInformation}, number={1}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Huggins, Erin S. and Kellogg, Shaun}, year={2020}, month={Jan}, pages={1–3} }
 @article{kellogg_edelmann_2015, title={Massively Open Online Course for Educators (MOOC-Ed) network dataset}, volume={46}, ISSN={["1467-8535"]}, DOI={10.1111/bjet.12312}, abstractNote={This paper presents the Massively Open Online Course for Educators ( MOOC- Ed) network dataset. It entails information on two online communication networks resulting from two consecutive offerings of the MOOC called T he Digital Learning Transition in K-12 Schools in spring and fall 2013. The courses were offered to educators from the USA and abroad. Though based on the same course, minor controlled variations were made to both MOOCs in terms of the course length, discussion prompts and group size. The dataset provides opportunities to examine how participants leverage online communication forums to support their learning. In particular, it allows modeling network mechanisms to better understand factors that facilitate or impede the exchange of information among educators. [ABSTRACT FROM AUTHOR]}, number={5}, journal={BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY}, author={Kellogg, Shaun and Edelmann, Achim}, year={2015}, month={Sep}, pages={977–983} }
 @misc{ezen-can_boyer_kellogg_booth_2015, title={Unsupervised modeling for understanding MOOC discussion forums}, url={http://dx.doi.org/10.1145/2723576.2723589}, DOI={10.1145/2723576.2723589}, journal={Proceedings of the Fifth International Conference on Learning Analytics And Knowledge}, publisher={ACM}, author={Ezen-Can, Aysu and Boyer, Kristy Elizabeth and Kellogg, Shaun and Booth, Sherry}, year={2015}, month={Mar} }
 @article{booth_kellogg_2015, title={Value creation in online communities for educators}, volume={46}, ISSN={["1467-8535"]}, DOI={10.1111/bjet.12168}, abstractNote={The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of online communities to enhance and extend traditional professional development opportunities. Leveraging the potential of online communities requires an in-depth understanding of the value that members find through their participation. This study used Wenger, Trayner and de Laat's value creation framework to better understand cycles of value creation in online communities. Findings illuminate how members with varying perspectives and levels of expertise co-construct new forms of meaning and understanding in ways that are individually and collectively valuable, and how they apply that knowledge to their professional practice. Additionally, the study offers insight into the ways in which actions of community leaders and a sponsoring organization support and facilitate value creation through different types of activities, tools and interactions. [ABSTRACT FROM AUTHOR]}, number={4}, journal={BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY}, author={Booth, Sharon E. and Kellogg, Shaun B.}, year={2015}, month={Jul}, pages={684–698} }
 @article{kellogg_booth_oliver_2014, title={A social network perspective on peer supported learning in MOOCs for educators}, volume={15}, number={5}, journal={International Review of Research in Open and Distance Learning}, author={Kellogg, S. and Booth, S. and Oliver, K.}, year={2014}, pages={263–289} }
 @article{oliver_kellogg_patel_2012, title={An Investigation into Reported Differences B e tween Online Foreign L anguage Instruction and Other Subject Areas in a Virtual School}, volume={29}, ISSN={0742-7778}, url={http://dx.doi.org/10.11139/cj.29.2.269-296}, DOI={10.11139/cj.29.2.269-296}, abstractNote={High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in Spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that reduced student perceptions of online foreign language courses might be increased by improving specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs.}, number={2}, journal={CALICO Journal}, publisher={Equinox Publishing}, author={Oliver, Kevin and Kellogg, Shaun and Patel, Ruchi}, year={2012}, month={Jan}, pages={269–296} }
 @article{oliver_kellogg_townsend_brady_2010, title={Needs of elementary and middle school teachers developing online courses for a virtual school}, volume={31}, ISSN={["0158-7919"]}, DOI={10.1080/01587911003725022}, abstractNote={Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.}, number={1}, journal={DISTANCE EDUCATION}, author={Oliver, Kevin and Kellogg, Shaun and Townsend, Latricia and Brady, Kevin}, year={2010}, pages={55–75} }