2021 IEEE International Conference on Engineering, Technology & Education (TALE)
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Central China Normal University (CCNU)
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Typically, an online course instructor creates a course outline to serve as a guide for content delivery throughout the course. While instructors can adjust the contents based on their learners' feedback and performance in instructor-paced courses, the same cannot be easily said for massive open online courses (MOOCs) that are running continuously for months or years. For example, the instructor cannot make drastic changes to self-paced MOOC content until the course is closed, revised and re-released. In this study, we executed topic modeling on a MOOC on microbiology to see if it can be a viable means of assessing how well the MOOC content was able to capture the course outline concepts. The same approach was applied to discussion board posts to identify which topics resonated with the learners. We learned that topic modeling can be useful in achieving the said goals. This can be impactful in introducing improvements to the online course even before the course is revised and re-released.
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