Context-Aware Analysis of Group Submissions for Group Anomaly Detection and Performance Prediction

Abstract

Learning exercises that activate students’ additional cognitive understanding of course concepts facilitate contextualizing the content knowledge and developing higher-order thinking and problem-solving skills. Student-generated instructional materials such as course summaries and problem sets are amongst the instructional strategies that reflect active learning and constructivist philosophy. The contributions of this work are twofold: 1) We introduce a practical implementation of inside-outside learning strategy in an undergraduate deep learning course and will share our experiences in incorporating student-generated instructional materials learning strategy in course design, and 2) We develop a context-aware deep learning framework to draw insights from the student-generated materials for (i) Detecting anomalies in group activities and (ii) Predicting the median quiz performance of students in each group. This work opens up an avenue for effectively implementing a constructivism learning strategy in large-scale and online courses to build a sense of community between learners while providing an automated tool for instructors to identify at-risk groups.