scholarly journals Emotion Detection and Opinion Mining from Student Comments for Teaching Innovation Assessment

2021 ◽  
Vol 09 (02) ◽  
pp. 21-32
Author(s):  
Angelina Tzacheva ◽  
Akshaya Easwaran
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Opinion Mining ◽  
Course Evaluation ◽  
Course Evaluations ◽  
Emotion Detection ◽  
Learning Methods ◽  
Teaching Innovation ◽  
Qualitative Feedback ◽  
Level Of Agreement

Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.

scholarly journals Translating innovation in biomedical research: Design and delivery of a competency-based regulatory science course

2019 ◽  
Vol 4 (1) ◽  
pp. 8-15
Author(s):  
Alexandra J. Greenberg-Worisek ◽  
Katherine E. Cornelius ◽  
Luz Cumba Garcia ◽  
Felicity T. Enders ◽  
Nilay D. Shah ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Course Design ◽  
Course Evaluation ◽  
Regulatory Science ◽  
Course Evaluations ◽  
Future Research ◽  
Biomedical Innovation ◽  
Qualitative Feedback ◽  
Competency Based ◽  
Long Term Impact

AbstractAs the pace of biomedical innovation rapidly evolves, there is a need to train researchers to understand regulatory science challenges associated with clinical translation. We describe a pilot course aimed at addressing this need delivered jointly through the Mayo Clinic Center for Clinical and Translational Science and the Yale-Mayo Center for Excellence in Regulatory Science and Innovation. Course design was informed by the Association for Clinical and Translational Science’s Regulatory Science Working Group’s competencies. The course used didactic, case-, and problem-based learning sessions to expose students to regulatory science concepts. Course evaluation focused on student satisfaction and learning. A total of 25 students enrolled in the first two course deliveries. Students represented several disciplines and career stages, from predoctoral to faculty. Students reported learning “an incredible amount” (7/19, 36.8%) or “a lot” (9/19, 47.4%); this was reflected in individual coursework and their course evaluations. Qualitative feedback indicated that assignments that challenged them to apply the content to their own research were appreciated. The heterogeneity of students enrolled, coupled with assessments and course evaluations, supports the statement that there is a growing need and desire for regulatory science-focused curricula. Future research will determine the long-term impact.

scholarly journals Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study

2019 ◽  
Vol 39 (7) ◽  
pp. 879-892
Author(s):  
Mª José Gómez-Poyato ◽  
Alejandra Aguilar-Latorre ◽  
Mª Mar Martínez-Pecharromán ◽  
Rosa Magallón-Botaya ◽  
Bárbara Oliván-Blázquez
Keyword(s):  
Experimental Study ◽  
Social Work ◽  
Active Learning ◽  
Flipped Classroom ◽  
Role Playing ◽  
Learning Methods ◽  
The Social

scholarly journals A Comparative Study Between Traditional Face-To-Face, Audience Response System, and A Flipped Classroom Plus Audience Responce System in Pharmacology Education.

2020 ◽  
Author(s):  
Naoto Nakagawa ◽  
Toshiyuki Yamashita
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
Background Information ◽  
Audience Response System ◽  
Audience Response ◽  
Learning Methods ◽  
Grade Point ◽  
Face To Face ◽  
Response System ◽  
Significant Difference

Abstract Background: Active learning methods, audience response system (ARS) and flipped classroom (FC), have applied in higher education internationally. However, these outcomes in Japan are uncertain. This study presents a comparison of teaching methods such as the traditional face-to-face (TFF), ARS, and FC plus ARS that are used to enhance student pharmacists’ understanding of pharmacology.Methods: Sophomores at Ohu University were recruited for this study from 2017 to 2019. The TFF were performed in 2017; the ARS were performed in 2018; and the FC plus ARS were performed in 2019. Exam scores were compared between the three methods and anonymous questionnaires were also surveyed in 2018 and 2019 to compare students’ preferences. The Kruskal-Wallis test and ANOVA were carried out depending on data distributions. Categorical data were analyzed using the Chi square test and the Fisher’s exact test. The ANCOVA was performed if background information between the three cohorts was significantly different.Results: The groupings of the participants went as follows: 49 students in 2017, 78 students in 2018, and 90 students in 2019. Their academic backgrounds of each year at the end of their freshman year were similar except for their grade point averages (GPAs). The medians of their pharmacology exam correct rates for the TFF, ARS, and FC plus ARS were 73.3%, 90.0%, and 93.3%, respectively. ANCOVA utilizing GPA as the covariance revealed that the ARS and the FC plus ARS significantly improved exam correct rates compared with the TFF (p < 0.001). There was no significant difference between the ARS and the FC plus ARS groups (p = 0.487). A subgroup analysis in terms of gender difference revealed that the ARS was a significantly improved method compared to the FC plus ARS for female students (p = 0.009), whereas the ARS was not for male students (p = 0.819). Anonymous questionnaires revealed that students in the FC plus ARS lectures had good readiness, enjoyed their classes, and felt fulfillment compared with the ARS lectures. Conclusions: Active learning methods including the ARS and FC plus ARS are significantly more effective than TFF methods.

scholarly journals Flipped Classroom in Programming Course: A Systematic Literature Review

2021 ◽  
Vol 16 (02) ◽  
pp. 220
Author(s):  
Hendrik Hendrik ◽  
Almed Hamzah
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Digital Library ◽  
Flipped Classroom ◽  
Learning Methods ◽  
Class A ◽  
Learning Programming

The emerging trend technologies imply the increase in the new role of the future of jobs. Most of them required Computer Science-related skills a lot, especially programming. However, there is a skill gap for it. Some previous studies showed that many students feel difficulties in learning programming. In the last decades, there are many approaches to improve student’s learning achievement through active learning methods. One of those approaches is the Flipped Classroom (FC) method. This study presents a systematic literature review of the FC approach in the programming course. The aim of this study is to explore the strategy of FC implementation in the programming class. A total of 32 papers from ACM Digital Library and IEEE Xplore Digital Library are selected for this review. We found four types of implementation of FC in programming, with the variations of the in-class or out-class activities.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

On active learning methods for manifold data

Test ◽  
2020 ◽  
Vol 29 (1) ◽  
pp. 1-33
Author(s):  
Hang Li ◽  
Enrique Del Castillo ◽  
George Runger
Keyword(s):  
Active Learning ◽  
Learning Methods
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