scholarly journals Methods of Applying Machine Learning to Student Feedback Through Clustering and Sentiment Analysis

2018 ◽  
Author(s):  
Eric Andersson ◽  
Christopher Dryden ◽  
Chirag Variawa
Keyword(s):  
Machine Learning ◽  
Sentiment Analysis ◽  
Online Survey ◽  
Inverse Correlation ◽  
Student Feedback ◽  
First Year ◽  
First Year Students ◽  
University Of Toronto ◽  
The University ◽  
Key Events

Machine learning is used to analyze student feedback in first-year engineering courses. This exploratory work builds on previous research at the University of Toronto, where a multi-year investigation used an online survey to collect quantitative and qualitative data from incoming first-year students. [1] (N ~1000)Sentiment analysis, a machine learning method, is used to investigate the relationship between hours of study outside of scheduled instructional hours and qualitative survey feedback sentiment. The results are visualized with chronological sentiment graphs, which contextualize the results in relation to key events during the school year.Large drops in sentiment were seen to occur during weeks with major assessments and deadlines. An inverse correlation between hours spent outside of class and feedback sentiment was also noticed

scholarly journals The Effect of Sleepaway Camp Attendance on College Homesickness

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Liora Tuchman ◽  
Ida Williams
Keyword(s):  
Online Survey ◽  
Positive Impact ◽  
College Experience ◽  
Text Message ◽  
Future Research ◽  
First Year ◽  
Minimal Effect ◽  
First Year Students ◽  
University Of Florida ◽  
The University

The purpose of this study was to examine if going to sleepaway camp before the age of 16 was a factor that reduced levels of homesickness in first-year students at the University of Florida. In this study, the researcher sent out an online survey to first-year students at the University of Florida through social media, email, and text message. The questions asked the participants about both college and camp experience and asked the participants if they attended sleepaway camp before the age of 16. The results show going to sleepaway camp had a minimal effect on homesickness levels in first-year students at the University of Florida, but attending sleepaway camp had a positive impact on “college experience.” These findings provide implications for future research by showing factors of the camp experience that help in the college experience. Ultimately, discovering if there is a connection in attending sleepaway camp and a positive camp experience will not only help the students themselves but also the camp community and parents of children who attend sleepaway camp.

scholarly journals Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information

2018 ◽  
Author(s):  
Benjamin Walsh ◽  
Michelle Spence
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
First Year ◽  
Library Services ◽  
Science And Engineering ◽  
Research Skills ◽  
First Year Students ◽  
University Of Toronto ◽  
Engineering Information ◽  
The University

Incoming first-year engineering students at the University of Toronto often have difficulty navigating the library and its resources. Orientation activities at the Engineering & Computer Science Library are designed to introduce students to the library in an informal and entertaining way. In 2017, as a result of dropping interest in previous years' orientation activities, librarians at the Engineering & Computer Science Library collaborated with instructors and staff in the Faculty of Applied Science and Engineering to develop an orientation activity grounded in curriculum and based on the popular escape room game. Core library services and engineering resources were used to build a challenging program that introduced students to basic, but essential, research skills. Voluntary student participation in the game exceeded previous years' participation and all expectations of the game designers.

scholarly journals HOW FINE ARE THE EMPEROR’S CLOTHES? – MOTIVATING CRITICAL AND ETHICAL DESIGN PRACTICES BY DECONSTRUCTING ENGINEERING CODES AND STANDARDS

2018 ◽  
Author(s):  
Vicki Komisar ◽  
Robert Irish ◽  
Jason Foster
Keyword(s):  
First Year ◽  
Critical Perspective ◽  
First Year Students ◽  
Case Examples ◽  
University Of Toronto ◽  
Rigorous Approach ◽  
The People ◽  
Ethical Design ◽  
Design Activities ◽  
The University

 Abstract – At the University of Toronto, Engineering Science students are typically introduced to the engineering codes and standards that they are expected to incorporate into framing and responding to engineering design challenges in their first year of study. In our experience, however, students do not always appreciate that these codes and standards may not reflect the interests of key (and potentially under-represented) stakeholders, and thus may not be appropriate for their engineering context. To encourage our students to adopt a more critical perspective when working with codes and standards, we exposed them to case examples of contentious regulations, and highlighted the objectives, people, and processes behind the development of these works. Our examples focus on common products to which first-year students can relate, such as handrails and stairs. By exposing our students to the people and processes by which codes and standards are developed, and to the controversies associated with contentious policy decisions, we expect that students will adopt a rigorous approach to using engineering codes and standards in their design activities.

scholarly journals Perfil de competencias digitales en alumnos universitarios e influencia por el confinamiento COVID-19

2021 ◽  
Author(s):  
Marta Ingelmo Palomares ◽  
José Ángel Sanz Lara ◽  
Ana Bedate Centeno ◽  
Sara Pinillos-Franco
Keyword(s):  
Online Survey ◽  
Evaluation Model ◽  
First Year ◽  
The European Union ◽  
Information And Communications Technologies ◽  
Digital Resources ◽  
First Year Students ◽  
Communications Technologies ◽  
Digital Skills ◽  
The University

The incorporation of Information and Communications Technologies in society has generated a new context in higher education and in relation to training in digital skills to respond to professional and social demand. The objective of this research is to analyse the profile of digital competences of university students, from their perception, as well as whether they have been influenced by the confinement situation caused by COVID-19. Taking as reference the research consulted and the evaluation model proposed by the European Union, an online survey is designed and sent to the students of the Faculty of Commerce of the University of Valladolid and of the Faculty of Economic and Business Sciences of the Autonomous University of Madrid.The results reveal that, although students have a positive perception of their abilities, significant differences are observed in first-year students and by gender. On the other hand, students' perception of digital skills has been improved during the confinement stage. In short, the results indicate that students take advantage of technology and digital resources adapting them to the needs of each moment.

scholarly journals GET A HEAD START! EXPERIENCES OF RUNNING A SUMMER ONLINE CALCULUS COURSE FOR INCOMING FIRST YEAR STUDENTS

2015 ◽  
Author(s):  
Shai Cohen ◽  
Micah Stickel
Keyword(s):  
Engineering Students ◽  
Online Courses ◽  
Learning Experience ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Early Introduction ◽  
University Of Toronto ◽  
Online Format ◽  
The University

One of the great advantages of developing online courses is that it enables the institution to reimagine how they can deliver that content to their students. In recent years, the Faculty of Applied Science and Engineering at the University of Toronto has worked to develop a set of first year calculus courses in an online format. These courses were designed specifically for engineering students to: (a) situate the material in an engineering context through multiple real-world examples and “on-site” videos, (b) place an increased emphasis on the form of the solution, and (c) incorporate a significant experience in mathematical modeling through a self-defined project.In July and August of 2014, the Calculus for Engineers I online course was offered to incoming first-year students that were to start in September 2014. The purpose of this paper is to summarize the experiences related to this unique offering from the perspectives of the students as well as the Faculty administration and course instructor.Of the 900 students that were invited to take the course, 170 initially registered for the course in early July, and of those 48 students completed the course at the end of August. Of the 44 students that passed the course, 20 (48%) decided to continue on with the online offering of Calculus for Engineers II in the fall 2014 term.Overall, students were quite positive about their online learning experience and were glad to have the opportunity to complete a credit before their official start. This allowed them to either take an elective in their first year or have a lighter workload in one of the terms.In their course survey comments, they noted that they appreciated the opportunity to learn and review the material at their own pace, the way in which the instructor connected the mathematics to an engineering context, and having an early introduction to the university learning environment.Delivering an online university-level calculus course to incoming first-year students is an exciting and novel way to enhance the engineering student experience in first year. This paper provides an introductory summary of this approach from the students’, instructor’s, and administrators’ perspectives.

Buddhist, a Christian, and an Atheist Walk into a Classroom

2013 ◽  
Vol 42 (3) ◽  
pp. 37-42
Author(s):  
Ken Derry
Keyword(s):  
First Year ◽  
Specific Relation ◽  
University Of Toronto ◽  
Central Focus ◽  
The University

Although none of the articles in this issue on the topic of religion and humor are explicitly about teaching, in many ways all of them in fact share this central focus. In the examples discussed by the four authors, humor is used to deconstruct the category of religion; to comment on the distance between orthodoxy and praxis; to censure religion; and to enrich traditions in ways that can be quite self-critical. My response to these articles addresses each of the above lessons in specific relation to experiences I have had in, and strategies I have developed for, teaching a first-year introductory religion course at the University of Toronto.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

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