Patrick Jermann

Publications associées (50)

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Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Francisco Pereira Correia Pinto

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical m ...

2020

Impact of a learning analytics dashboard on the practice of students and teachers

Patrick Jermann, Roland John Tormey, Cécile Hardebolle, Francisco Pereira Correia Pinto

This paper reports results of the deployment of a learning analytics dashboard in the context of introductory Maths, Physics and Chemistry courses in the first year of the Engineering bachelor of a Swiss technical university. Informed by research on self r ...

2019

A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs

Pierre Dillenbourg, Patrick Jermann

Computer-graders have been in regular use in the context of MOOCs (Massive Open Online Courses). The automatic grading of programs presents an opportunity to assess and provide tailored feedback to large classes, while featuring at the same time a number o ...

2018

A gaze-based learning analytics model: in-video visual feedback to improve learner's attention in MOOCs

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Hamed Seiied Alavi

In the context of MOOCs, “With-me-ness” refers to the extent to which the learner succeeds in following the teacher, specifically in terms of looking at the area in the video that the teacher is explaining. In our previous works, we employed eye-tracking m ...

ACM2016

Towards Predicting Success in MOOCs: Programming Assignments

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Lukasz Kidzinski

Students of programming languages in massive on-line open courses (MOOCs) solve programming assignments in order to internalize the concepts. Programming assignments also constitute the assessment procedure for such courses. Depending on their motivation a ...

Books on Demand GmbH, Norderstedt2016

Shaping learners’ attention in Massive Open Online Courses

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Himanshu Verma, Daniela Caballero Díaz

We present an eye-tracking study in the context of Massive Open Online Course (MOOC) videos. We propose to use a pre-test as a way of priming students about the video content before they watch the video. In this study, we used two versions of the same pre- ...

2016

Looking AT versus Looking THROUGH: A Dual Eye-tracking study in MOOC Context

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma, Himanshu Verma, Daniela Caballero Díaz

We report the results from an eye-tracking study to show the differences in gaze patterns across the MOOC learners, while they watch a lecture individually as well as when they collaborate on an add-on activity. 98 university students took part in a study ...

ISLS2015

Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses

Patrick Jermann, Roland John Tormey

Since 2011 the growth in Massive Open Online Courses (MOOCs) has been so enormous that, according to the Economist magazine, “the ivory towers of academia have been shaken to their foundations” (2013). One proposed benefit of MOOCs is that they allow consi ...

2015

Displaying Teacher's Gaze in a MOOC: Effects on Students' Video Navigation Patterns

Pierre Dillenbourg, Patrick Jermann, Kshitij Sharma

We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lecture. Our working hypothesis is that dis ...

2015

How Do In-video Interactions Reflect Perceived Video Difficulty?

Pierre Dillenbourg, Patrick Jermann, Lukasz Kidzinski, Nan Li

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 thes ...

P.A.U. Education2015

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