The Application Of Conventional Sequence Mining In Cognitive Level Transfer

Data mining analyzes a large amount of data to reveal hidden meaningful rules or patterns.The development of Massive Open Online Courses(MOOCs)has provided conditions for the balanced development of education in various regions of China.The behavioral data of students on the MOOCs platform have also attracted researchers'attention.Many studies proposed that teachers play key roles in facilitating learning activities in Information age.However,little is known about how teachers affect student cognitive levels in MOOCs.This study is conducted with the framework of Broom's taxonomy of educational objectives and its revisions,to investigate possible answers to the research question:How does teachers'feedback in MOOCs'discussion forums affect student's cognitive levels.And a cognitive mining method incorporating text analysis is proposed.A total of 8 MOOCs were collected by crawlers in this study,with 1077 threads and 601 of teachers' feedback posts.Then we used the jieba tool for text segmentation and part-of-speech tagging.According to the cognitive level identifiers,the cognitive levels of students and teachers in the Teacher Q&A Forum were calibrated.The cognitive sequences were constructed based on text,and then the statistical method and GSP algorithm were used to explore the influence of teachers on students' cognition.Test whether the proportion of students' cognitive levels and the frequency of cognitive sequences have changed significantly after the teacher's participation in the discussion.The results revealed that teachers' engagements influenced the learners' cognitive levels and promoted students' development to higher cognitive levels.More specifically,the proportions of memory level and creation level were significantly changed.The proportion of memory level was decreased,and the one of creation level was increased.Based on the results of sequence mining,we analyzed the cognitive transfer characteristics of the discussion process and the influence of teachers.We found that as the discussion progresses,the explicit cognitive texts posted by students were gradually decreasing,and the participation of teachers could delay the decline of students' cognitive engagements.And follow-up discussions that include levels of application,analysis,or creation had increased in frequency.Meanwhile,the study also disclosed that students had a greater need in the level of understand cognition,but discussions among learners only had limited influence on the cognitive level improvement.Teachers could make students' word more standardized and organized.And in the follow-up discussions,it strengthened the discussion process of students achieving memory or understanding cognition based on a larger background on the one hand,consolidating knowledge at a certain cognitive level on the other.The study indicated recommendations for feedback strategies to MOOC teachers.