Publication Type

Conference Proceeding Article

Version

publishedVersion

Publication Date

12-2019

Abstract

Traditionally teaching is usually one directional where the instructor imparts knowledge and there is minimal interaction between learners and instructor. With the focus on learner-centred pedagogy, it can be a challenge to provide timely and relevant guidance to individual learners according to their levels of understanding. One of the options available is to collect reflections from learners after each lesson to extract relevant and high-value feedback so that doubts or questions can be addressed in a timely manner. In this paper, we derived an approach to automate the identification of doubts from the informal reflections through features analysis and machine learning. Using reflections as a feedback mechanism and aligning it to the weekly course content can pave way to a promising approach for learner-centered teaching and personalized learning.

Keywords

Doubt identification, Learner-centred pedagogy, informal reflections

Discipline

Computer Sciences | Educational Assessment, Evaluation, and Research | Higher Education

Research Areas

Data Science and Engineering

Publication

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

First Page

1

Last Page

10

ISBN

9789869721431

Publisher

Asia-Pacific Society for Computers in Education

City or Country

Taiwan

Copyright Owner and License

Authors

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