scholarly journals INTERPRETING STUDENT RESPONSES USING SENTIMENT ANALYSIS AND TEXT-ANALYTICS

2021 ◽  
Author(s):  
Madison Mindorff ◽  
Brendan Lobo ◽  
Chirag Variawa
Keyword(s):  
Student Motivation ◽  
Value Theory ◽  
Discussion Board ◽  
First Year ◽  
Exploratory Research ◽  
First Year Students ◽  
Expectancy Value ◽  
Positive Sentiment ◽  
Online Assignments ◽  
Computational Analyses

This paper discusses exploratory research which computationally examines over one and a half million words presented by first-year students as part of weekly online assignments over the Fall 2020 academic term. This work aims to explore whether computational analyses of first-year engineering student vocabulary can be employed to understand the levels of student motivation when learning engineering in an online environment. The investigation uses NVivo 12 Plus (NVivo), a data analysis software, to track the overall sentiment of weekly student discussion board responses and apply text queries to determine the number of responses that include words related to the expectancy-value theory. Applying this theory reveals trends in overall student motivation, with weeks four to six and eight to ten having an overall positive sentiment. This positive sentiment reveals higher levels of student motivation during those weeks.

scholarly journals Who Are Their Leaders? College Students Perceptions of and Engagement with Campus Leaders and Administrators

2021 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Stephanie Rizzo ◽  
Dana J. Tribble ◽  
Louis S. Nadelson
Keyword(s):  
College Students ◽  
Campus Climate ◽  
Online Survey ◽  
Future Research ◽  
First Year ◽  
Exploratory Research ◽  
Cross Sectional ◽  
First Year Students ◽  
Campus Leaders ◽  
Campus Administrators

College students’ interactions with campus leaders is critical to their success, particularly in situations of distress. Yet, little is known about college students’ knowledge, perceptions, and identification of campus administrators, faculty members, and staff as leaders and their interactions with these campus leaders. To fill the gap in the literature, we applied a cross-sectional methodology to gather a combination of quantitative and qualitative data using an online survey. We had 60 first-year students participate in our exploratory research by fully completing our survey. We found that students identified their advisors as leaders on campus. We also found most of our participants avoided campus administrators in fear of judgment, intimidation, and feelings of anxiety. Our results have implications for campus leadership, college administrators, student retention, and campus climate. Following our results, we discuss implications for practice and offer additional recommendations for future research.

THE APPLICATION OF AUTOMATICALLY CONTROLLED EXPERIMENT FOR INTERDISCIPLINARY STUDENT MOTIVATION

2019 ◽  
Vol 5 ◽  
pp. 403
Author(s):  
Eugenijus Macerauskas ◽  
Andzej Lucun ◽  
Antoni Kozic ◽  
Simonas Urbonas
Keyword(s):  
Laboratory Experiment ◽  
Learning Process ◽  
Student Motivation ◽  
First Year ◽  
Motivation To Learn ◽  
First Year Students ◽  
Experiment System ◽  
Physics Laboratory ◽  
Physics Experiment

The article analyses the application of automatically controlled physics laboratory experiment using information technology to enhance students’ motivation and interdisciplinary communication. The paper reveals how the application of interdisciplinary methods promotes students’ interest in studies, enhances the learning process and the quality of the students’ learning results from the very beginning of learning process. It was practically justified that during the fundamental science laboratory experiments, the first-year students realistically assess their future career prospects. Students become aware of the perspective of the further studies because they work with equipment designed by higher courses students. As a practical illustration of the authors and students of physics experiment designed automated equipment. The experiment system realized combines mechatronics, electronics, and programming technical areas corresponding to students' professional specialization. The system of physics laboratory experiment, has attracted particular interest students and the author conviction increased student motivation to learn. 

scholarly journals Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

2020 ◽  
Vol 44 (1) ◽  
pp. 1-8
Author(s):  
Louise Ainscough ◽  
Richard Leung ◽  
Kay Colthorpe
Keyword(s):  
Learning Strategies ◽  
System Integration ◽  
Discussion Board ◽  
First Year ◽  
Discussion Boards ◽  
First Year Students ◽  
Anatomy And Physiology ◽  
New Learning ◽  
Self Discovery ◽  
New Strategies

Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.

scholarly journals Piloting an Online Module for Interprofessional Education to Introduce First-Year Students to Health Behavior Change

2018 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Michael Peeters ◽  
John Wryobeck
Keyword(s):  
Behavior Change ◽  
Interprofessional Education ◽  
Human Subjects ◽  
Health Professions ◽  
Health Behavior Change ◽  
Discussion Board ◽  
First Year ◽  
Education Development ◽  
First Year Students ◽  
Professional Students

Objective: To meet the needs of patients with behavioral health problems, health professional students require training in helping patients contemplate and move towards behavior change. Motivational Interviewing (MI) is one such intervention. This novel online training module was developed for groups of interprofessional education (IPE) students. Design: Thirty-eight first-year health-professions students were trained using an online introduction to MI. This was followed by cases with questions where students were asked to provide MI consistent responses. Case participation was done through an online discussion board, where all students could respond to case questions, and to their peers. The discussion board was monitored by a faculty member skilled in the practice of MI and another skilled in interprofessional education/development. Conclusions: Students reported the course to be valuable and an acceptable way to begin learning new communication skills, and about other health-professions. Students’ self-rating of empathy and understanding of patients who do not readily commit to behavior change improved significantly from pre-module to post-module. This online MI module for IPE appeared to be a success. Conflict of Interest None to report Treatment of Human Subjects: IRB review/approval required and obtained   Type: Note

scholarly journals PERANAN MOTIVASI BERPRESTASI DAN PERHATIAN DALAM BELAJAR (STUDI PADA MAHASISWA TAHUN PERTAMA JURUSAN KESEHATAN LINGKUNGAN POLITEKNIK KESEHATAN MALUKU)

2018 ◽  
Vol 9 (2) ◽  
pp. 1-8
Author(s):  
Nurlaila Marasabessy ◽  
Lucky Herawati ◽  
Hairudin Rasako ◽  
Jumarni Ely
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Achievement Motivation ◽  
Student Motivation ◽  
Health Department ◽  
First Year ◽  
First Year Students ◽  
Attention In Learning ◽  
Hyperactivity Disorder ◽  
Quantitative Design

The quality and quantity of learning is influenced by several things, including student motivation andattention. This study aims to identify the role of motivation and attention in learning, especially in thefirst year students of the Health Polytechnic of Moluccas on Environmental Health Department. Thisstudy uses quantitative design, involving 80 first-year students in 2011/2012. The Archer InstrumentModification for the Health Professional Motivation Survey1 is used to measure motivation, whilemeasuring attention using Attention Deficit / Hyperactivity Disorder (ADHD) 2. The results showedthat the achievement motivation of first-year students was oriented towards meeting academicrequirements, while the results of attention measurement found that most students had difficulty givingattention (ADHD) in the medium category. Keywords: motivation, attention, learning, student

Attitude of Students Studying to be Nursery School Teachers Towards Study and Their Future Profession

2011 ◽  
Vol 1 (2) ◽  
pp. 39-45
Author(s):  
Lucie Zormanová
Keyword(s):  
Professional Training ◽  
Nursery School ◽  
Personal Characteristics ◽  
Teaching Profession ◽  
The Body ◽  
First Year ◽  
Exploratory Research ◽  
School Teachers ◽  
First Year Students ◽  
The University

This research deals with the personal characteristics and motivations of girls studying to be nursery school teachers through blended learning courses at the University of South Bohemia’s Pedagogical Faculty in České Budějovice. The exploratory research is aimed at contributing to the body of knowledge on the personalities of students studying to be teachers and identifying the motivation of their choice of study. It is further aimed at ascertaining what first-year students expect from the university faculty in regards to preparing them for their future teaching profession. The issue of what motivates students to study teaching is connected with the issue of expectations and an evaluation of the concept of professional training at our faculty; as it has been shown that these issues are closely connected. The tool used in this research was a questionnaire. It was intentionally decided to include in the research sample only those students who had not yet worked at a nursery school and who are just making the decision to pursue a career in teaching.

scholarly journals Enhancing Motivation and Engagement in Math classrooms using Inquiry-based learning

2019 ◽  
Author(s):  
Rajneet Kaur
Keyword(s):  
Student Motivation ◽  
Potential Method ◽  
Value Theory ◽  
Self Concept ◽  
Symbolic Interactionist ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Inquiry Based Learning ◽  
Classroom Learning Environments ◽  
Motivation And Engagement

Students in math classrooms are disengaged and math anxious which results in them losing interest in any activity related to mathematics. This paper is an exploratory review which focuses on the topic of student motivation and engagement in classroom learning environments focusing on mathematics and the instructional method of inquiry-based learning (IBL). IBL has shown to impact student motivation and engagement, but the outcomes of this impact are still unclear. Thus, IBL is explored as a potential method to impact motivation and engagement in children. Expectancy-value theory (EVT) is used to examine the aforementioned relationship using symbolic interactionist and structural-functionalist theories for classroom interactions and math self-concept respectively. Finally, conclusions are made about relationships between IBL and motivation and engagement.

scholarly journals ‘The idea is nice… but not for me’: First-year students’ readiness for large-scale ‘flipped lectures’—what (de)motivates them?

2020 ◽  
Author(s):  
Robin van der Velde ◽  
Nadine Blignaut – van Westrhenen ◽  
Nanon H. M. Labrie ◽  
Marjolein B. M. Zweekhorst
Keyword(s):  
Focus Groups ◽  
Student Motivation ◽  
Flipped Classroom ◽  
Large Scale ◽  
First Year ◽  
First Year Students ◽  
Traditional Lectures ◽  
Expectation Management ◽  
External Incentives ◽  
First Year Student

Abstract The flipped classroom is proposed as an answer to challenges in higher education. However, studies that explore its influence on first-year student motivation are largely lacking. Using the self-determination theory, this study examines the influence of large-scale flipped lectures, here called ‘expert labs’, on first-year student motivation in the context of a health sciences course (n = 219 students). A mixed-method approach was used, including questionnaires and focus groups with students and tutors. Paper-and-pencil surveys included questionnaires based on the Basic Personal Needs Satisfaction and Frustration Scale to compare student motivation in both traditional lectures and expert labs. Focus groups explored student’s and teacher’s experiences in relation to strengths and points for improvement of the flipped classroom. Results suggest that a large-scale flipped setting offers a possibility to enhance the relatedness of first-year students through increased interaction and in-class group assignments. First-year students appreciate the flexibility of pre-lecture preparation and an increased understanding of content through active application and peer learning. Nonetheless, first-year students indicate a need for guidance in pre-lecture preparation, explicit expectation management, and possibly the addition of external incentives to be motivated. When designing a large-scale flipped course, the challenge remains to tailor a blended course to support first-year student motivation by, for example, combining teacher support, scaffolding, and an autonomy supporting environment.

scholarly journals Teaching large undergraduate chemistry classes: A challenge or an opportunity

2015 ◽  
Vol 3 (3) ◽  
pp. 353-370
Author(s):  
Aishling Flaherty ◽  
Anne O’Dwyer ◽  
JJ Leahy ◽  
Oliver Richardson
Keyword(s):  
General Chemistry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
First Year ◽  
Exploratory Research ◽  
Prior Learning ◽  
First Year Students ◽  
Chemical Concepts ◽  
Approach To Teaching ◽  
Student Inquiry

Teaching introductory modules and classes of undergraduate programmes can present a number of subjective and objective challenges. Objective challenges include a high degree of variation in students’ prior learning experiences combined with a high student-teacher ratio. Subjective challenges include the transitional changes which first year students undergo that include cognitive, affective and physiological changes as they make the leap from the often small and secluded secondary-level environment to the all-consuming tertiary-level environment. For introductory chemistry modules, such as General Chemistry, the pertinence of these challenges can have negative repercussions on students’ acquirement of basic chemical concepts in first year which could inherently go on to hinder their successful progression through their third-level education. In an effort to tackle the challenges posed against effective learning in General Chemistry modules, this exploratory research study set out to understand how the potential incorporation of a new approach to teaching and learning would be received by the three main cohorts involved. The attitudes and recommendations of undergraduate students, post-graduate students who have a role as laboratory demonstrators and module leaders towards the potential incorporation of Student-Inquiry activities and laboratories into General Chemistry were investigated. All three cohorts welcomed the incorporation of Student-Inquiry as part of the approach to teaching and learning. While the researchers and module leaders had an initial awareness of the challenges that come with teaching General Chemistry, little was known of the potential significance of the opportunity which lay amongst these challenges.

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