Meta Transfer Learning for Early Success Prediction in MOOCs

• URL: http://arxiv.org/abs/2205.01064v1
• Date: Mon, 25 Apr 2022 09:19:57 GMT
• Title: Meta Transfer Learning for Early Success Prediction in MOOCs
• Authors: Vinitra Swamy, Mirko Marras, Tanja K\"aser
• Abstract summary: Early prediction of student success for targeted intervention is essential to ensure no student is left behind in a course. There exists a large body of research in success prediction for MOOCs, focusing mainly on training models from scratch for individual courses. We present three novel strategies for transfer: 1) pre-training a model on a large set of diverse courses, 2) leveraging the pre-trained model by including meta information about courses, and 3) fine-tuning the model on previous course iterations.
• Score: 6.43486245025846
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Despite the increasing popularity of massive open online courses (MOOCs), many suffer from high dropout and low success rates. Early prediction of student success for targeted intervention is therefore essential to ensure no student is left behind in a course. There exists a large body of research in success prediction for MOOCs, focusing mainly on training models from scratch for individual courses. This setting is impractical in early success prediction as the performance of a student is only known at the end of the course. In this paper, we aim to create early success prediction models that can be transferred between MOOCs from different domains and topics. To do so, we present three novel strategies for transfer: 1) pre-training a model on a large set of diverse courses, 2) leveraging the pre-trained model by including meta information about courses, and 3) fine-tuning the model on previous course iterations. Our experiments on 26 MOOCs with over 145,000 combined enrollments and millions of interactions show that models combining interaction data and course information have comparable or better performance than models which have access to previous iterations of the course. With these models, we aim to effectively enable educators to warm-start their predictions for new and ongoing courses.

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