期刊论文

Xian Peng

英文

Interactive Learning Environments

1049-4820

2022

31

10

10.1080/10494820.2022.2063904

This work was supported by the National Natural Science Foundation of China [grant numbers 62077017, 62107016 , 61937001, 61977030 ]; Humanities and Social Sciences Foundation of the Ministry of Education [grant number 21YJC880057]; Hubei Provincial Natural Science Foundation of China (grant numbers 2021CFB140); Self-determined research funds of CCNU from the colleges’ basic research and operation of MOE Fundamental Research Funds of the Central Universities [grant numbers CCNU20TS032, 30106200548, CCNU19ZN012, CCNU21XJ034, CCNU21XJ034].

本校为第一机构

Massive open online courses (MOOCs) provide learners with high-quality learning resources, but learners drop out frequently. Learners’ concerns (e.g. the topics in course content or logistics) and cognitive engagement patterns (e.g. tentative or certain) are considered the essential factors affecting learners’ course completions. However, it is still unclear what different learning achievement groups focus on in each cognitive engagement pattern. In this study, we adopted an unsupervised computational model, the temporal cognitive topic model...