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Ruth Cobos
Volumen 7, Número 4 Pags. 185-194
Title- A Content Analysis System that supports Sentiment Analysis for Subjectivity and Polarity detection in Online Courses
Abstract- Given the current and increasing relevance of research aimed towards the optimization of teaching and learning experiences in online Education, a plethora of studies regarding the application of different technologies to this purpose have been developed. Specifically, Natural Language Processing (NLP) has been used to detect potential sentiments and opinions in texts, enabling a broader scope for making inferences. At Universidad Autónoma of Madrid, Spain, we have designed and developed a tool for the application of NLP techniques to analyse the contents of online courses and the contributions of their learners (video transcriptions, readings, questions and answers of the evaluation activities and learner’s posts in forums, among others) to improve the teaching material and the teaching-learning processes of these courses. This tool is called edX-CAS (“Content Analyser System for edX MOOCs”). In this paper, we provide a detailed description of the tool, its functionalities and its NPL processes that support Sentiment Analysis for Subjectivity and Polarity detection. Moreover, we present a review of current research in the field of application of NLP in the improvement of teaching and learning experiences in MOOCs.
Index Terms- MOOC, sentiment analysis, opinion mining, natural language processing, polarity, subjectivity.
Leovy Echeverría, Ruth Cobos y Mario Morales
Volumen 7, Número 4 Pags. 204-215
Title- Improving the students Computational Thinking skills with collaborative learning techniques
Abstract- In this paper we present a STEM Education initiative. This initiative involves an improved learning approach by mean of the implementation of collaborative learning techniques. The proposed approach is founded in the promoting of computational thinking skills in a group manner to improve learning of geometry. Two case studies were performed with primary school children from fourth grade at the Comfacor School (Montería-Colombia). The aim of these studies were to analyse the effects of the improved approach in three aspects: the children’ motivation, satisfaction and performance. The obtained results give us evidences that the learning of geometry was enhanced thanks to the proposed approach implemented based on a computational thinking strategy.
Index Terms- Computational thinking skills, Moodle-G, Pair-Learning of Geometry, collaborative learning techniques.