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What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data

What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data
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Author(s): Kenneth C. C. Yang (The University of Texas at El Paso, USA) and Yowei Kang (National Taiwan Ocean University, Taiwan)
Copyright: 2020
Pages: 22
Source title: Theoretical and Practical Approaches to Innovation in Higher Education
Source Author(s)/Editor(s): Lazarus Ndiku Makewa (Center for Research Implications and Practice, Kenya)
DOI: 10.4018/978-1-7998-1662-1.ch006

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Abstract

Thanks to the rapid development of asynchronous and synchronous instructional technologies (such as Blackboard and Moodle), many college instructors have flipped their classrooms to create a more student-centered learning environment. The emphasis on cultivating students' life-long learning abilities through the enhancement of information literacy or technology-enabled learning has transformed the pedagogical approaches used by many college instructors. This text mining study was based on a corpus of a three-year experiential narrative collected by the instructor from over 15 college-level courses to identify keywords, main topics/themes, and associations of these topical concepts in students' experiential narratives during and after taking these hybrid classes. QDA Miner text mining software was used to analyze these experiential narratives. Results, implications, and limitations were presented.

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