Improving Teacher-Student Interactions in Online Educational Forums using a Markov Chain based Stackelberg Game Model

With the rapid proliferation of the Internet, the area of education has undergone a massive transformation in terms of how students and instructors interact in a classroom. Online learning now takes more than one form, including the use of technology to enhance a face-to-face class, a hybrid class that combines both face-to-face meetings and online work, and fully online courses. Further, online classrooms are usually composed of an online education forum (OEF) where students and instructor discuss open-ended questions for gaining better understanding of the subject. However, empirical studies have repeatedly shown that the dropout rates in these online courses are very high partly due to the lack of motivation among the enrolled students. We undertake an empirical comparison of student behavior in OEFs associated with a graduate-level course during two terms. We identify key parameters dictating the dynamics of OEFs like effective incentive design, student heterogeneity, and super-posters phenomenon. Motivated by empirical observations, we propose an analytical model based on continuous time Markov chains (CTMCs) to capture instructor-student interactions in an OEF. Using concepts from lumpability of CTMCs, we compute steady state and transient probabilities along with expected net-rewards for the instructor and the students. We formulate a mixed-integer linear program which views an OEF as a single-leader-multiple-followers Stackelberg game. Through simulations, we observe that students exhibit varied degree of non-monotonicity in their participation (with increasing instructor involvement). We also study the effect of instructor bias and budget on the student participation levels. Our model exhibits the empirically observed super-poster phenomenon under certain parameter configurations and recommends an optimal plan to the instructor for maximizing student participation in OEFs.