{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,6,18]],"date-time":"2025-06-18T04:33:15Z","timestamp":1750221195786,"version":"3.41.0"},"publisher-location":"New York, New York, USA","reference-count":17,"publisher":"ACM Press","license":[{"start":{"date-parts":[[2018,1,1]],"date-time":"2018-01-01T00:00:00Z","timestamp":1514764800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"funder":[{"DOI":"10.13039\/100012662","name":"University of Warwick","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100012662","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2018]]},"DOI":"10.1145\/3234825.3234833","type":"proceedings-article","created":{"date-parts":[[2018,8,30]],"date-time":"2018-08-30T14:00:37Z","timestamp":1535637637000},"page":"73-77","source":"Crossref","is-referenced-by-count":10,"title":["On the Need for Fine-Grained Analysis of Gender Versus Commenting Behaviour in MOOCs"],"prefix":"10.1145","author":[{"given":"Mohammad","family":"Alshehri","sequence":"first","affiliation":[{"name":"Computer Science, Warwick University"}]},{"given":"Jonathan","family":"Foss","sequence":"additional","affiliation":[{"name":"Computer Science, Warwick University"}]},{"given":"Alexandra I.","family":"Cristea","sequence":"additional","affiliation":[{"name":"Computer Science, Warwick University"}]},{"given":"Mizue","family":"Kayama","sequence":"additional","affiliation":[{"name":"Shinshu University"}]},{"given":"Lei","family":"Shi","sequence":"additional","affiliation":[{"name":"Centre for Educational Development and Support, Liverpool University"}]},{"given":"Ahmed","family":"Alamri","sequence":"additional","affiliation":[{"name":"Computer Science, Warwick University"}]},{"given":"Adam","family":"Tsakalidis","sequence":"additional","affiliation":[{"name":"Computer Science, Warwick University"}]}],"member":"320","reference":[{"key":"key-10.1145\/3234825.3234833-1","doi-asserted-by":"crossref","unstructured":"E. Rich, \"User Modeling via Stereotypes,\" Cogn. Sci., vol. 3, no. 4, pp. 329--354, Oct. 1979.","DOI":"10.1207\/s15516709cog0304_3"},{"key":"key-10.1145\/3234825.3234833-2","doi-asserted-by":"crossref","unstructured":"V. J. Shute and D. Zapata-Rivera, \"Adaptive Educational Systems,\" Adapt. Technol. Train. Educ., vol. 7, no. 27, pp. 1--35, 2012.","DOI":"10.1017\/CBO9781139049580.004"},{"key":"key-10.1145\/3234825.3234833-3","doi-asserted-by":"crossref","unstructured":"J. Kay, \"Stereotypes, Student Models and Scrutability,\" in Intelligent Tutoring Systems, 2000, 19--30.","DOI":"10.1007\/3-540-45108-0_5"},{"key":"key-10.1145\/3234825.3234833-4","unstructured":"D. Jeske, C. Stamov-Roßnagel, and J. Backhaus, \"Learner Characteristics Predict Performance and Confidence in e-Learning: An Analysis of User Behaviour and Self-evaluation,\" J. Interact. Learn. Res., vol. 25, no. 4, pp. 509--529, Oct. 2014."},{"key":"key-10.1145\/3234825.3234833-5","doi-asserted-by":"crossref","unstructured":"G. Packham, P. Jones, C. Miller, and B. Thomas, \"E-learning and Retention: Key Factors Influencing Student Withdrawal,\" Educ. Train., vol. 46, no. 6\/7, pp. 335--342, Aug. 2004.","DOI":"10.1108\/00400910410555240"},{"key":"key-10.1145\/3234825.3234833-6","doi-asserted-by":"crossref","unstructured":"F. Ke and D. Kwak, \"Online Learning Across Ethnicity and Age: A Study on Learning Interaction Participation, Perception, and Learning Satisfaction,\" Comput. Educ., vol. 61, pp. 43--51, Feb. 2013.","DOI":"10.1016\/j.compedu.2012.09.003"},{"key":"key-10.1145\/3234825.3234833-7","doi-asserted-by":"crossref","unstructured":"Q F. González-Gómez, J. Guardiola, Ó. Martín Rodríguez, and M. Á. Montero Alonso, \"Gender Differences in E-learning Satisfaction,\" Comput. Educ., vol. 58, no. 1, pp. 283--290, Jan. 2012.","DOI":"10.1016\/j.compedu.2011.08.017"},{"key":"key-10.1145\/3234825.3234833-8","doi-asserted-by":"crossref","unstructured":"A.Vail, K. Boyer, E. Wiebe & J. Lester \"The Mars and Venus Effect: The Influence of User Gender on the Effectiveness of Adaptive Task Support\". Proc. User Modeling, Adaptation and Personalization, UMAP'2015, July, Dublin, 265--276, 2015.","DOI":"10.1007\/978-3-319-20267-9_22"},{"key":"key-10.1145\/3234825.3234833-9","unstructured":"Z. Liu et al., \"MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis.,\" EDM, vol. 16, pp. 127--134, 2016."},{"key":"key-10.1145\/3234825.3234833-10","doi-asserted-by":"crossref","unstructured":"R. Ferguson and D. Clow, \"Examining Engagement: Analysing Learner Subpopulations in Massive Open Online Courses (MOOCs),\" 2015, pp. 51--58.","DOI":"10.1145\/2723576.2723606"},{"key":"key-10.1145\/3234825.3234833-11","doi-asserted-by":"crossref","unstructured":"R. F. Kizilcec, C. Piech, and E. Schneider, \"Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses,\" in Proceedings of the third international conference on learning analytics and knowledge, 2013, pp. 170--179.","DOI":"10.1145\/2460296.2460330"},{"key":"key-10.1145\/3234825.3234833-12","unstructured":"S. M. Chua, C. Tagg, M. Sharples, and B. Rienties, \"Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs,\" 2017."},{"key":"key-10.1145\/3234825.3234833-13","doi-asserted-by":"crossref","unstructured":"P. Tubman, M. Oztok, and P. Benachour, \"Being Social or Social Learning: A Sociocultural Analysis of the FutureLearn MOOC Platform,\" in 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), 2016, pp. 1--2.","DOI":"10.1109\/ICALT.2016.28"},{"key":"key-10.1145\/3234825.3234833-14","doi-asserted-by":"crossref","unstructured":"Z. Liu, W. Zhang, J. Sun, H. N. Cheng, X. Peng, and S. Liu. 2016. Emotion and associated topic detection for course comments in a MOOC platform. In Educational Innovation through Technology (EITT), 2016 Int. Conf. on IEEE, 15--19.","DOI":"10.1109\/EITT.2016.11"},{"key":"key-10.1145\/3234825.3234833-15","doi-asserted-by":"crossref","unstructured":"Q. Zhang, K.L., Peck, A. Hristova, K.W. Jablokow, V. Hoffman, E. Park, and R.Y. Bayeck. 2016. Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough? Educational Technology Research and Development 64, 809--837.","DOI":"10.1007\/s11423-016-9439-4"},{"key":"key-10.1145\/3234825.3234833-16","unstructured":"N. Dmoshinskaia. 2016. Dropout prediction in MOOCs: using sentiment analysis of users' comments to predict engagement University of Twente."},{"key":"key-10.1145\/3234825.3234833-17","unstructured":"M. Wen, D. Yang, and C. Rose. 2014. Sentiment Analysis in MOOC Discussion Forums: What does it tell us? In Educational data mining 2014, 130--137."}],"event":{"number":"3","sponsor":["Dublin City University","University of Warwick"],"acronym":"ICIEI 2018","name":"the 2018 The 3rd International Conference","start":{"date-parts":[[2018,6,30]]},"location":"London, United Kingdom","end":{"date-parts":[[2018,7,2]]}},"container-title":["Proceedings of the 2018 The 3rd International Conference on Information and Education Innovations - ICIEI 2018"],"original-title":[],"link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3234825.3234833","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/dl.acm.org\/ft_gateway.cfm?id=3234833&ftid=1999907&dwn=1","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,18]],"date-time":"2025-06-18T01:39:20Z","timestamp":1750210760000},"score":1,"resource":{"primary":{"URL":"http:\/\/dl.acm.org\/citation.cfm?doid=3234825.3234833"}},"subtitle":[],"proceedings-subject":"Information and Education Innovations","short-title":[],"issued":{"date-parts":[[2018]]},"references-count":17,"URL":"https:\/\/doi.org\/10.1145\/3234825.3234833","relation":{},"subject":[],"published":{"date-parts":[[2018]]}}}