Open Access

Ontology-Based Design of the Learner’s Knowledge Domain in Electrical Engineering


Cite

[1] A. A. Economides and M. A. Perifanou, “MOOC affordances model,” IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Spain, 2018, pp. 605–613. https://doi.org/10.1109/EDUCON.2018.836328510.1109/EDUCON.2018.8363285Open DOISearch in Google Scholar

[2] Z. Raud and V. Vodovozov, “Remote training with self-assessment in Electrical Engineering,” International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, vol. 10, no. 1, 2016, pp. 46–51.Search in Google Scholar

[3] V. Reda and R. Kerr, “The MOOC BA, a New Frontier for Internationalization,” Conf. Learning With MOOCS (LWMOOCS), Madrid, Spain, 2018, pp. 95–97. https://doi.org/10.1109/LWMOOCS.2018.853465110.1109/LWMOOCS.2018.8534651Open DOISearch in Google Scholar

[4] F. Dalipi, A. S. Imran and Z. Kastrati, “MOOC dropout prediction using machine learning techniques: Review and research challenges,” IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Spain, 2018, pp. 1013–1020. https://doi.org/10.1109/EDUCON.2018.836334010.1109/EDUCON.2018.8363340Open DOISearch in Google Scholar

[5] S. Assami, N. Daoudi and R. Ajhoun, “Personalization criteria for enhancing learner engagement in MOOC platforms,” IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Spain, 2018, pp. 1271–1278. https://doi.org/10.1109/EDUCON.2018.836337510.1109/EDUCON.2018.8363375Open DOISearch in Google Scholar

[6] C. M. Stracke, E. Tan, A. M. Texeira, M. do C. T. Pinto, B. Vassiliadis, A. Kameas and C. Sgouropoulou, “Gap between MOOC designers’ and MOOC learners’ perspectives on interaction and experiences in MOOCs: Findings from the Global MOOC Quality Survey,” 18th International Conference on Advanced Learning Technologies (ICALT), Mumbai, India, 2018, pp. 1–5. https://doi.org/10.1109/ICALT.2018.0000710.1109/ICALT.2018.00007Open DOISearch in Google Scholar

[7] D. Chen, Y. Feng, Z. Zhao, J. Jiang and J. Yu, “Does MOOC really work effectively,” International Conference on MOOC, Innovation and Technology in Education (MITE), Patiala, India, 2014, pp. 272–277. https://doi.org/10.1109/MITE.2014.702028710.1109/MITE.2014.7020287Open DOISearch in Google Scholar

[8] W. Wu and Q. Bai, “Why do the MOOC learners drop out of the school? – Based on the investigation of MOOC learners on some Chinese MOOC platforms,” 1st International Cognitive Cities Conference (IC3), Okinawa, Japan, 2018, pp. 299–304. https://doi.org/10.1109/IC3.2018.0003910.1109/IC3.2018.00039Search in Google Scholar

[9] A. Sachdeva, P. K. Singh and A. Sharma, “MOOCs: A comprehensive study to highlight its strengths and weaknesses,” 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE), Amritsar, Pakistan, 2015, pp. 365–370. https://doi.org/10.1109/MITE.2015.737534610.1109/MITE.2015.7375346Open DOISearch in Google Scholar

[10] H. Khalil and M. Ebner, “MOOCs completion rates and possible methods to improve retention: A literature review,” World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA), Chesapeake, VA, USA, 2014, pp. 1236–1244.Search in Google Scholar

[11] K. Hone and G. Said, “Exploring the factors affecting MOOC retention: A survey study,” Computers and Education, vol. 98, 2016, pp. 157–168. https://doi.org/10.1016/j.compedu.2016.03.01610.1016/j.compedu.2016.03.016Open DOISearch in Google Scholar

[12] P. Adamopoulos, “What makes a great MOOC? An interdisciplinary analysis of student retention in online courses,” 34th International Conference on Information Systems (ICIS), Cavtat/Dubrovnik, Croatia, 2012, pp. 1–21.Search in Google Scholar

[13] K. Moscinska and J. Rutkowski, “Effective computer-assisted assessment: Challenges and solutions,” IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Spain, 2018, pp. 975–984. https://doi.org/10.1109/EDUCON.2018.836333510.1109/EDUCON.2018.8363335Open DOISearch in Google Scholar

[14] V. Thurner and S. Hammer, “Fostering questions in class,” IEEE Global Engineering Education Conference (EDUCON), Santa Cruz de Tenerife, Spain, 2018, pp. 208–213.Search in Google Scholar

[15] S. Staab and R. Studer, Handbook on Ontologies. Springer, 2009, p. 811. https://doi.org/10.1007/978-3-540-92673-310.1007/978-3-540-92673-3Open DOISearch in Google Scholar

[16] C. Kay, et al. (eds), Historical Thesaurus of the Oxford English Dictionary: With Additional Material from a Thesaurus of Old English. Oxford University Press, 2009, p. 3952.Search in Google Scholar

[17] P. Velardi, S. Faralli and R. Navigli, “OntoLearn reloaded: A graph-based algorithm for taxonomy induction,” Computational Linguistics, vol. 39, no. 3, MIT Press, 2013, pp. 665–707. https://doi.org/10.1162/COLI_a_0014610.1162/COLI_a_00146Open DOISearch in Google Scholar

[18] R. Navigli and P. Velardi, “Learning word-class lattices for definition and hypernym extraction,” The 48th Annual Meeting of the Association for Computational Linguistics (ACL), Uppsala, Sweden, 2010, pp. 1318–1327.Search in Google Scholar

[19] J. Aitchison and A. Gilchrist, Thesaurus Construction and Use: A Practical Manual. London: Aslib, 1997, p. 212.Search in Google Scholar

[20] N. Wirth, Algorithms and Data Structures. Upper Saddle River, NJ: Prentice Hall, 1986, 288 p.Search in Google Scholar

[21] D. Knuth, The Art of Programming. Massachusetts: Addison Wesley, 1997, 650 p.Search in Google Scholar

[22] E. W. Dijkstra, Selected Writings on Computing: A Personal Perspective. New York: Springer-Verlag, 1982, 362 p. https://doi.org/10.1007/978-1-4612-5695-310.1007/978-1-4612-5695-3Open DOISearch in Google Scholar

eISSN:
2255-9159
Language:
English
Publication timeframe:
2 times per year
Journal Subjects:
Engineering, Introductions and Overviews, other