Publication Type

Conference Proceeding Article

Version

publishedVersion

Publication Date

12-2019

Abstract

Traditionallyteaching is usually one directional where the instructor imparts knowledge andthere is minimal interaction between learners and instructor. With the focus onlearner-centred pedagogy, it can be a challenge to provide timely and relevantguidance to individual learners according to their levels of understanding. Oneof the options available is to collect reflections from learners after eachlesson to extract relevant and high-value feedback so that doubts or questionscan be addressed in a timely manner. In this paper, we derived an approach toautomate the identification of doubts from the informal reflections through featuresanalysis and machine learning. Using reflections as a feedback mechanism andaligning it to the weekly course content can pave way to a promising approachfor learner-centered teaching and personalized learning.

Keywords

Doubt identification, Learner-centred pedagogy, informal reflections

Discipline

Computer Engineering

Research Areas

Data Science and Engineering

Publication

Proceedings of the 27th International Conference on Computers in Education, Kenting, Taiwan, 2019 December 2-6

City or Country

Taiwan

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