On Instagram, the number of followers is a common success indicator. Hence, followers selling services become a huge part of the market. Influencers become bombarded with fake followers and this causes a business owner to pay more than they should for a brand endorsement. Identifying fake followers becomes important to determine the authenticity of an influencer. This research aims to identify fake users' behavior, and proposes supervised machine learning models to classify authentic and fake users. The dataset contains fake users bought from various sources, and authentic users. There are 17 features used, based on these sources: 6 metadata, 3 media info, 2 engagement, 2 media tags, 4 media similarity. Five machine learning algorithms will be tested. Three different approaches of classification are proposed, i.e. classification to 2-classes and 4-classes, and classification with metadata. Random forest algorithm produces the highest accuracy for the 2-classes (authentic, fake) and 4-classes (authentic, active fake user, inactive fake user, spammer) classification, with accuracy up to 91.76%. The result also shows that the five metadata variables, i.e. number of posts, followers, biography length, following, and link availability are the biggest predictors for the users class. Additionally, descriptive statistics results reveal noticeable differences between fake and authentic users.

With the wide adoption of Learning Management Systems (LMSs) in educational institutions, ample data have become available demonstrating students’ online behavior. Digital traces are widely applicable in Learning Analytics (LA). This study aims to explore and extract behavioral features from Moodle logs and examine their effect on undergraduate students’ performance. Additionally, traditional factors such as demographics, academic history, family background, and attendance data were examined, highlighting the prominent features that affect student performance. From January to April 2019, a total of 64,231 students’ Moodle logs were collected from a private university in Malaysia for analyzing students’ behavior. Exploratory Data Analysis, correlation, statistical tests, and post hoc analysis were conducted. This study reveals that age is found to be inversely correlated with student performance. Tutorial attendance and parents’ occupations play a crucial role in students’ performance. Additionally, it was found that online engagement during the weekend and nighttime positively correlates with academic performance, representing a 10% relative increase in the student’s exam score. Ultimately, it was found that course views, forum creation, overall assignment interaction, and time spent on the platform were among the top LMS variables that showed a statistically significant difference between successful and failed students. In the future, clustering analysis can be performed in order to reveal heterogeneous groups of students along with specific course-content-based logs.