Integrating Computational Linguistic Analysis of Multilingual Learning Data and Educational Measurement Approaches to Explore Learning in Higher Education

2017 ◽  
pp. 145-193
Author(s):  
Alexander Mehler ◽  
Olga Zlatkin-Troitschanskaia ◽  
Wahed Hemati ◽  
Dimitri Molerov ◽  
Andy Lücking ◽  
...  
Keyword(s):  
Higher Education ◽  
Computational Linguistic ◽  
Educational Measurement ◽  
Linguistic Analysis ◽  
Multilingual Learning ◽  
Learning Data

scholarly journals Computational linguistic analysis applied to a semantic fluency task to measure derailment and tangentiality in schizophrenia

2018 ◽  
Vol 263 ◽  
pp. 74-79 ◽  
Author(s):  
Luca Pauselli ◽  
Brooke Halpern ◽  
Sean D. Cleary ◽  
Benson Ku ◽  
Michael A. Covington ◽  
...  
Keyword(s):  
Computational Linguistic ◽  
Linguistic Analysis ◽  
Semantic Fluency ◽  
Fluency Task

A Review of Activity Theory Studies of Domestic and International Students Using Technology in Higher Education

2013 ◽  
pp. 126-147
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
International Students ◽  
Activity Theory ◽  
Technology Use ◽  
Mediated Learning ◽  
Education Students ◽  
Collection Data ◽  
Theory Use ◽  
Learning Data

This chapter serves as an introduction to the two studies featured in Section 2 (Chapters 7-10). It presents a review of a decade (2002-2012) of nine Activity Theory studies from peer-reviewed journals of higher education students’ learning in technology-mediated contexts. The review is organized around the following elements: purpose; rationale for Activity Theory use; summary of technology use; focus on technology-mediated learning; data collection; data analysis; findings, conclusions, and implications. The methods section provides an overview of why the nine studies were included while others were excluded. The chapter includes a comparison of the nine studies with those presented in Section 2, Chapters 7-10.

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