From Students’ Questions to Students’ Profiles in a Blended Learning Environment

Abstract

The analysis of students’ questions can be used to improve the learning experience for both students and teacher. We investigated questions (N = 6457) asked before the class by 1st year medicine/pharmacy students on an online platform, used by professors to prepare their on-site Q&A session. Our long-term objectives are to help professors in categorizing those questions, and to provide students with feedback on the quality of their questions. To do so, first we developed a taxonomy of questions then used for an automatic annotation of the whole corpus. We identified students’ characteristics from the typology of questions they asked using K-Means algorithm over four courses. The students were clustered based on the question dimensions only. Then, we characterised the clusters by attributes not used for clustering such as the students’ grade, the attendance, the number and popularity of questions asked. Two similar clusters always appeared (lower than average students with popular questions, and higher than average students with unpopular questions). We replicated these analyses on the same courses across different years to show the possibility to predict students’ profiles online. This work shows the usefulness and the validity of our taxonomy and the relevance of this approach to identify different students’ profiles.

Influence of Teaching and Course Evaluation of Performing Arts Students Based on Improved Ant Colony Algorithm and Data Fusion

“…It is stipulated in the graduation conditions that the credits of the compulsory [20,21]. Educational production with quality but not quantity is inefficient educational production, and educational production with quantity but not quality is inferior educational production [22,23]. Teachers and students, as an integral part of the curriculum, are the creators and subjects of the curriculum, and their needs for the content of physical training courses are an important basis for the content of the curriculum.…”

Empowering Health Care Education Through Learning Analytics: In-depth Scoping Review

“…Static materials are any type of digital education content that does not contain interactive elements. These include articles [ 81 ], guidelines [ 25 ], class notes [ 64 ], websites [ 26 ], case descriptions [ 27 ], glossaries of terms [ 28 ], images [ 65 ], slide decks [ 66 ], and books [ 82 ]. A total of 45% (29/65) of papers discussed providing static materials and outlining what specific materials were available for learners to view or read [ 25 - 29 , 42 , 58 , 60 , 61 , 63 - 70 , 72 - 74 , 76 - 78 , 80 - 82 , 84 - 86 ].…”

“…Textual data , such as written assessments, discussion forums, and email communications [ 88 ], can provide additional insights into the learning process, which are not captured by quantitative data. Among the papers reviewed, we identified 17% (11/65) of papers that digitally collected textual data [ 3 , 24 , 25 , 34 , 41 , 60 , 66 , 76 , 79 , 84 , 86 ]. The majority (6/11, 55%) were open question responses from web-based surveys [ 24 , 25 , 60 , 76 , 79 , 86 ].…”

Facilitating Pupils’ Questioning Skills in Open Inquiry Learning Through an Investigable Question Formulation Technique (IQFT)

“…In addition, the skill of constructing investigable questions is not only important to enable pupils to plan and conduct investigations, but also to be able to cultivate critical thinking skills. Pupils are unable to conduct an investigation if they are unable to construct an investigable question or if a constructed question is not investigable in nature (Harrak et al, 2019). Thus, the skill of constructing investigable questions also offers the opportunity to cultivate critical thinking skills, which are important for developing high-level skills to be applied to scenarios in daily life.…”