A Theoretical Framework to Analyze Students’ Formative Feedback on Classroom Teaching

Natural Language Processing of Student's Feedback to Instructors: A Systematic Review

“…Figure 3 shows the mapping of the contribution of the existing literature and the scope of future work as follows: (1) Only one of the 28 articles included had the aim of 'lexicon building', which was to be done by applying concepts and perspectives grounded in learning theory, e.g. self-determination theory [46], students' perceived level of control [47], social interaction [48], interest in the material [49], clarity of goals [50], exposure to new concepts [51], intrinsic motivation [52], flow [53], trust [52], emotional and other technological, situational and teacher-related factors [2]. Moreover, lexicons of one language can only be translated into other languages if one has a distinct cultural and colloquial experience of communication.…”

“…Qualitative feedback provides insights for improving curriculum/course content, staff quality, assessment, learning support, teaching methods, teaching and learning resources, course management and the learning environment [1]. Lecturers usually analyse feedback manually by identifying themes, labelling them as codes, categorising them, reporting them with and without using learning theory-based organising categories, and highlighting problems [2]. However, when the volume of comments increases, for example with large classes or open online settings, manual analysis becomes time-consuming and there is a risk that important comments are overlooked.…”