Data augmentation helps neural networks generalize better, but it remains an open question how to effectively augment graph data to enhance the performance of GNNs (Graph Neural Networks). While most existing graph regularizers focus on augmenting graph topological structures by adding/removing edges, we offer a novel direction to augment in the input node feature space for better performance. We propose a simple but effective solution, FLAG (Free Large-scale Adversarial Augmentation on Graphs), which iteratively augments node features with gradient-based adversarial perturbations during training, and boosts performance at test time. Empirically, FLAG can be easily implemented with a dozen lines of code and is flexible enough to function with any GNN backbone, on a wide variety of large-scale datasets, and in both transductive and inductive settings. Without modifying a model's architecture or training setup, FLAG yields a consistent and salient performance boost across both node and graph classification tasks. Using FLAG, we reach state-of-the-art performance on the large-scale ogbg-molpcba, ogbg-ppa, and ogbg-code datasets. Graph Neural Networks (GNNs) have emerged as powerful architectures for learning and analyzing graph representations. The Graph Convolutional Network (GCN) (Kipf & Welling, 2016) and its variants have been applied to a wide range of tasks, including visual recognition (Zhao et al., 2019; Shen et al., 2018), meta-learning (Garcia & Bruna, 2017), social analysis (Qiu et al., 2018; Li & Goldwasser, 2019), and recommender systems (Ying et al., 2018).

In a Massive Open Online Course (MOOC), predictive models of student behavior can support multiple aspects of learning, including instructor feedback and timely intervention. Ongoing courses, when the student outcomes are yet unknown, must rely on models trained from the historical data of previously offered courses. It is possible to transfer models, but they often have poor prediction performance. One reason is features that inadequately represent predictive attributes common to both courses. We present an automated transductive transfer learning approach that addresses this issue. It relies on problem-agnostic, temporal organization of the MOOC clickstream data, where, for each student, for multiple courses, a set of specific MOOC event types is expressed for each time unit. It consists of two alternative transfer methods based on representation learning with auto-encoders: a passive approach using transductive principal component analysis and an active approach that uses a correlation alignment loss term. With these methods, we investigate the transferability of dropout prediction across similar and dissimilar MOOCs and compare with known methods. Results show improved model transferability and suggest that the methods are capable of automatically learning a feature representation that expresses common predictive characteristics of MOOCs.

The effectiveness of learning in massive open online courses (MOOCs) can be significantly enhanced by introducing personalized intervention schemes which rely on building predictive models of student learning behaviors such as some engagement or performance indicators. A major challenge that has to be addressed when building such models is to design handcrafted features that are effective for the prediction task at hand. In this paper, we make the first attempt to solve the feature learning problem by taking the unsupervised learning approach to learn a compact representation of the raw features with a large degree of redundancy. Specifically, in order to capture the underlying learning patterns in the content domain and the temporal nature of the clickstream data, we train a modified auto-encoder (AE) combined with the long short-term memory (LSTM) network to obtain a fixed-length embedding for each input sequence. When compared with the original features, the new features that correspond to the embedding obtained by the modified LSTM-AE are not only more parsimonious but also more discriminative for our prediction task. Using simple supervised learning models, the learned features can improve the prediction accuracy by up to 17% compared with the supervised neural networks and reduce overfitting to the dominant low-performing group of students, specifically in the task of predicting students' performance. Our approach is generic in the sense that it is not restricted to a specific supervised learning model nor a specific prediction task for MOOC learning analytics.