Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. In 3rd International Conference on Learning Analytics and Knowledge (LAK) (pp. 170–179). New York, NY, USA: ACM. http://doi.org/10.1145/2460296.2460330

Waters, A., Studer, C., & Baraniuk, R. (2014). Collaboration-Type Identification in Educational Datasets. JEDM - Journal of Educational Data Mining, 6(1), 28–52.

Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41–50). New York, NY, USA: ACM. http://doi.org/10.1145/2556325.2566239

Wen, M., Yang, D., & Penstein-Rosé, Carolyn. (2014). Sentiment analysis in MOOC discussion forums: What does it tell us? (pp. 130–137). Presented at the Educational Data Mining, San Francisco, CA, USA.

Breslow, L. B., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13–25.

Coffrin, C., Corrin, L., de Barba, P., & Kennedy, G. (2014). Visualizing Patterns of Student Engagement and Performance in MOOCs. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp. 83–92). New York, NY, USA: ACM. http://doi.org/10.1145/2567574.2567586

Hi,

Just search your topic on ERIC. !

Good luck,

Suzette

Apologies for self promotion, but our paper on the inaugural edX MOOC traversed a number of learning analytics applications:

http://cacm.acm.org/magazines/2014/4/173221-who-does-what-in-a-massive-open-online-course/fulltext

Daniel, Suzette, Carrie

Thank you very much for your inputs, much helpful.

Mohammad

Also self serving:

Christopher Brooks, Craig Thompson, and Stephanie Teasley. 2015. A time series interaction analysis method for building predictive models of learners using log data. In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (LAK '15). ACM, New York, NY, USA, 126-135. DOI=10.1145/2723576.2723581 http://doi.acm.org/10.1145/2723576.2723581

Christopher Brooks, Craig Thompson, and Stephanie Teasley. 2015. Who You Are or What You Do: Comparing the Predictive Power of Demographics vs. Activity Patterns in Massive Open Online Courses (MOOCs). In Proceedings of the Second (2015) ACM Conference on Learning @ Scale (L@S '15). ACM, New York, NY, USA, 245-248. DOI=10.1145/2724660.2728668 http://doi.acm.org/10.1145/2724660.2728668

Here's what's available in ResearchGate:

https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=learning+analytics+for+MOOCs&search-abstract=&search=Search

Best regards,

Debra

Thanks again everybody. Actually, It is really noticed that Analytics of students behavior in Massive Open Online Courses is still in its first steps and futher research is required to cover a lot of questions about it's pedagogical approach.

Booker E. (2012). Massive Open Online Courses Meet Higher Ed. Retrieved 2013 02 17, from http://www.informationweek.com/education/online-learning/massive-open-online-courses-meet-higher/

Daniel L. 2012.   Making Sense of MOOCs - Musings in a Maze of Myth, Paradox and Possibility. ACADEMIC PARTNERSHIPS.  http://jime.open.ac.uk/articles/10.5334/2012-18/

 Hardesty L. Lessons learned from MITx’s prototype course. As the team behind MIT’s ambitious online learning program gears up to introduce new courses in the fall, it takes stock of its initial experiences. 2012.07.15. MIT News Office. http://web.mit.edu/newsoffice/2012/mitx-edx-first-course-recap-0716.html

Hernandez – Serano M. J., Jones B. 2010. Innovation, informational literacy and lifelong learning: creating a new culture. Elearning Papers. No 21 september 2010. ISSN 1887-1542.

Masters K. (2011). A Brief Guide To Understanding MOOCs. The Internet Journal of Medical Education, 1(2) doi:10.5580/1f21

Popenici S., Kerr S. What Undermines Higher Education. 2013.

Siemens, G., Tittenberger, P. 2009. Handbook of Emerging Technologies for Learning. Manitoba: University of Manitoba. 65 p. http://elearnspace.org/Articles/HETL.pdf

Times Higher Education, Chris Pfarr, 20/12/2012: Futurelearn picks league table stars for debut line-up. http://www.timeshighereducation.co.uk/story.asp?storycode=422182.

Phil Hill. (2012). State of the Higher Education LMS Market: A Graphical View. E-Literate. Posted on September 24, 2012. http://mfeldstein.com/state-of-the-higher-education-lms-market-a-graphical-view/ 

This is an interesting study of 21 MOOCS that focused on how to determine the teaching and learning quality of a MOOC.

Hargis, J., Mayberry, J., Yee, K.  2015. MOOC observations using a modified F2F teaching rubric. GLOKALde July 2015, ISSN 2148-7278, Volume: 1 Number: 3 Article 1 .

https://www.academia.edu/14344708/MOOC_OBSERVATIONS_USING_A_MODIFIED_F2F_QUALITY_TEACHING_RUBRIC

See below link

http://www.irrodl.org/index.php/irrodl/search/search?query=mooc&authors=&title=&abstract=&galleyFullText=&suppFiles=&dateFromMonth=&dateFromDay=&dateFromYear=&dateToMonth=&dateToDay=&dateToYear=&dateToHour=23&dateToMinute=59&dateToSecond=59&discipline=&subject=&type=&coverage=&indexTerms=

Hello,

Maybe this paper will help you :

https://www.researchgate.net/publication/329268177_Questionner_les_traces_d'activites_en_ligne_pour_mieux_comprendre_l'experience_d'apprentissage_des_etudiants

K.B.

Thanks for All.

We have recently evaluated online learning platforms (MOOCs) for the year 2020 and 2021.

https://courseonline.info/best-online-learning-platforms/

The analysis is based on solid metrics like google trends and from learner feed-backs in the top review platforms like trustpilot.com, mouthshut.com, indeed.com, bitdegree.org, g2.com, and pcmag.com were taken into consideration. With the analysis, we were able to list the top 12 best online learning platforms for 2020 and 2021