It takes about two hours to skim read all student comments of a single popular module of the Open University. But, reading alone is not enough to make sense of all those comments, which is a process that takes much longer. Everyone who has ever done a content analysis knows how much effort it takes to analyse texts. The OU has effective mechanisms in place to to act upon student comments on module level, but what about if we want to analyze larger aggregates, such as on qualification level or even faculty level for quality enhancement purposes? The large-scale analysis of student comments quickly becomes an intractable problem .
The Open University’s Text Analytics of Student Comments Initiative seeks solution to this problem and in my role as academic lead on this project I have been recently invited to speak at the QAA Scotland Enhancement Themes event: Improving the Student Experience, which was on the 30/04/2019 in Glasgow. The event brought together more than 100 delegates from mostly Scottish Universities, the industry, the QAA, AdvanceHE, and student associations. Clare Parks and her team did a tremendous job to prepare for this event. To give you a sense of the event, they gathered images and Tweets from the day: Wakelet on ‘Exploring Student Surveys event’ .
Presenting work of the OU Text Analytics Initiative
For my presentation, I had time to highlight results from two pieces of work out of a larger body of work that is already in the making since a few years.
Recently, I have been collaborating with the Open Programme team, which offers the OU Open Degree qualification. The Open Degree is a fantastic concept. A student can basically design their own qualification. It is all about openness extending the range of possibilities for our students. This programme fits well with our students, which can be seen by the number of students taking it. It is our biggest qualification.
Being the biggest qualification means also tons of student comments, which makes it a perfect example for the types of scenarios we want to explore within the Text Analytics of Student Comments Initiative. Based on technology that I have been developing, we looked at differences between students that studied towards an Open Degree and students that studied towards another named degree. The results of the analysis confirmed that Open Degree students emphasize in their comments certain topics more often than the rest of the students. They are, for example, very much interested in research , which seems very plausible for students that design their studies around their interests. They also mention more often their readings and course materials and they are very positive about those. The other students are also interested in these topics, it is just that Open Degree students mention these topics significantly more often. I touched on other topics, which I will not outline in detail here, because you can read about it in our latest Data Wrangler report .
The second example was about my collaboration with the Securing Greater Accessibility Initiative of the Open University. The OU has more students with disability than the entire student body of many Universities (currently about 25,000 students). The analysis showed that students that declared a disability talk about many student experience related things, but also that they talk about disability specific topics such as our DAISY books, screen reader technology, or comb binding books. Details of this study can be found in our contribution to the International Web for All conference, which also was a best paper candidate .
You can download the slides for my presentation here: https://www.enhancementthemes.ac.uk/en/current-enhancement-theme/student-engagement-and-demographics/national-student-survey-(nss)-analysis . It has many pointers to the reports and publications that I produced from this line of my research.
A big shout-out to my colleagues Heather Gibson and Shona Littlejohn from the Open University in Scotland, who made all of this possible. It is a fantastic feeling being part of this four nation OU family. Heather spotted this fantastic opportunity to further the discourse from our previous presentation at the QAA event in Edinburgh that looked more at the underlying technology.
References
{70228:A7WQ5AFR};{70228:VWEHN4Y5};{70228:HC6FT2XD}
apa
default
0
560
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A2750%2C%22request_next%22%3A50%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22XWNS7SNG%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22LSE%22%2C%22parsedDate%22%3A%222011-06-20%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELSE.%20%282011%2C%20June%2020%29.%20Your%20essential%20%26%23×2018%3Bhow-to%26%23×2019%3B%20guide%20to%20writing%20good%20abstracts.%20Retrieved%20March%209%2C%202016%2C%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fblogs.lse.ac.uk%5C%2Fimpactofsocialsciences%5C%2F2011%5C%2F06%5C%2F20%5C%2Fessential-guide-writing-good-abstracts%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Fblogs.lse.ac.uk%5C%2Fimpactofsocialsciences%5C%2F2011%5C%2F06%5C%2F20%5C%2Fessential-guide-writing-good-abstracts%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22blogPost%22%2C%22title%22%3A%22Your%20essential%20%5Cu2018how-to%5Cu2019%20guide%20to%20writing%20good%20abstracts%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22LSE%22%7D%5D%2C%22abstractNote%22%3A%22Article%20abstracts%20typically%20say%20little%20about%20what%20the%20researcher%20has%20discovered%20or%20what%20the%20key%20findings%20are%2C%20what%20they%20are%20arguing%20as%20a%20%5Cu2018bottom%20line%5Cu2019%2C%20or%20what%20key%20%5Cu2018take-away%20points%5Cu2019%20they%20want%20read%5Cu2026%22%2C%22blogTitle%22%3A%22Impact%20of%20Social%20Sciences%22%2C%22date%22%3A%222011-06-20T10%3A00%3A18%2B00%3A00%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fblogs.lse.ac.uk%5C%2Fimpactofsocialsciences%5C%2F2011%5C%2F06%5C%2F20%5C%2Fessential-guide-writing-good-abstracts%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22VMZR76YH%22%5D%2C%22dateModified%22%3A%222020-04-15T15%3A57%3A52Z%22%7D%7D%2C%7B%22key%22%3A%22E7N9HP7H%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Polanco%20and%20Malioutov%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPolanco%2C%20%26amp%3B%20Malioutov.%20%28n.d.%29.%20Is%20Artificial%20Intelligence%20Permanently%20Inscrutable%3F%20-%20Issue%2040%3A%20Learning.%20Retrieved%20September%2022%2C%202016%2C%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fnautil.us%5C%2Fissue%5C%2F40%5C%2Flearning%5C%2Fis-artificial-intelligence-permanently-inscrutable%27%3Ehttp%3A%5C%2F%5C%2Fnautil.us%5C%2Fissue%5C%2F40%5C%2Flearning%5C%2Fis-artificial-intelligence-permanently-inscrutable%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22Is%20Artificial%20Intelligence%20Permanently%20Inscrutable%3F%20-%20Issue%2040%3A%20Learning%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22Polanco%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22Malioutov%22%7D%5D%2C%22abstractNote%22%3A%22can%5Cu2019t%20say%20much%20about%20what%20he%20built.%20As%20a%20research%20scientist%20at%20IBM%2C%20Malioutov%20spends%20part%20of%20his%20time%20building%26%238230%3B%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fnautil.us%5C%2Fissue%5C%2F40%5C%2Flearning%5C%2Fis-artificial-intelligence-permanently-inscrutable%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22VKGMXIRW%22%5D%2C%22dateModified%22%3A%222020-04-15T15%3A56%3A49Z%22%7D%7D%2C%7B%22key%22%3A%22UFWFNKFV%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Richardson%22%2C%22parsedDate%22%3A%222012%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ERichardson%2C%20J.%20T.%20E.%20%282012%29.%20The%20attainment%20of%20White%20and%20ethnic%20minority%20students%20in%20distance%20education.%20%3Ci%3EAssessment%20%26amp%3B%20Evaluation%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E37%3C%5C%2Fi%3E%284%29%2C%20393%26%23×2013%3B408.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2010.534767%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2010.534767%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22The%20attainment%20of%20White%20and%20ethnic%20minority%20students%20in%20distance%20education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22John%20Thomas%20Edwin%22%2C%22lastName%22%3A%22Richardson%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%2206%5C%2F2012%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1080%5C%2F02602938.2010.534767%22%2C%22ISSN%22%3A%220260-2938%2C%201469-297X%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.tandfonline.com%5C%2Fdoi%5C%2Fabs%5C%2F10.1080%5C%2F02602938.2010.534767%22%2C%22collections%22%3A%5B%22N8DSS23J%22%5D%2C%22dateModified%22%3A%222020-04-15T15%3A19%3A11Z%22%7D%7D%2C%7B%22key%22%3A%22VXZ57TVM%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Richardson%22%2C%22parsedDate%22%3A%222015-03-04%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ERichardson%2C%20J.%20T.%20E.%20%282015%29.%20The%20under-attainment%20of%20ethnic%20minority%20students%20in%20UK%20higher%20education%3A%20what%20we%20know%20and%20what%20we%20don%26%23×2019%3Bt%20know.%20%3Ci%3EJournal%20of%20Further%20and%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E39%3C%5C%2Fi%3E%282%29%2C%20278%26%23×2013%3B291.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F0309877X.2013.858680%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F0309877X.2013.858680%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22The%20under-attainment%20of%20ethnic%20minority%20students%20in%20UK%20higher%20education%3A%20what%20we%20know%20and%20what%20we%20don%5Cu2019t%20know%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22John%20T.E.%22%2C%22lastName%22%3A%22Richardson%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222015-03-04%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1080%5C%2F0309877X.2013.858680%22%2C%22ISSN%22%3A%220309-877X%2C%201469-9486%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.tandfonline.com%5C%2Fdoi%5C%2Fabs%5C%2F10.1080%5C%2F0309877X.2013.858680%22%2C%22collections%22%3A%5B%22N8DSS23J%22%5D%2C%22dateModified%22%3A%222020-04-15T15%3A18%3A51Z%22%7D%7D%2C%7B%22key%22%3A%22PPUJMKQZ%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Li%20et%20al.%22%2C%22parsedDate%22%3A%222017-05-19%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELi%2C%20N.%2C%20Marsh%2C%20V.%2C%20Rienties%2C%20B.%2C%20%26amp%3B%20Whitelock%2C%20D.%20%282017%29.%20Online%20learning%20experiences%20of%20new%20versus%20continuing%20learners%3A%20a%20large-scale%20replication%20study.%20%3Ci%3EAssessment%20%26amp%3B%20Evaluation%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E42%3C%5C%2Fi%3E%284%29%2C%20657%26%23×2013%3B672.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2016.1176989%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2016.1176989%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Online%20learning%20experiences%20of%20new%20versus%20continuing%20learners%3A%20a%20large-scale%20replication%20study%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nai%22%2C%22lastName%22%3A%22Li%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Vicky%22%2C%22lastName%22%3A%22Marsh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Denise%22%2C%22lastName%22%3A%22Whitelock%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222017-05-19%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1080%5C%2F02602938.2016.1176989%22%2C%22ISSN%22%3A%220260-2938%2C%201469-297X%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.tandfonline.com%5C%2Fdoi%5C%2Ffull%5C%2F10.1080%5C%2F02602938.2016.1176989%22%2C%22collections%22%3A%5B%22N8DSS23J%22%5D%2C%22dateModified%22%3A%222020-04-15T15%3A18%3A05Z%22%7D%7D%2C%7B%22key%22%3A%22NJL6QEHW%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EECTEL%202020%3A%20Review%20Criteria.%20%28n.d.%29.%20Retrieved%20April%2013%2C%202020%2C%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.ec-tel.eu%5C%2Findex.php%3Fid%3D971%27%3Ehttp%3A%5C%2F%5C%2Fwww.ec-tel.eu%5C%2Findex.php%3Fid%3D971%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22ECTEL%202020%3A%20Review%20Criteria%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.ec-tel.eu%5C%2Findex.php%3Fid%3D971%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22VMZR76YH%22%5D%2C%22dateModified%22%3A%222020-04-13T16%3A27%3A20Z%22%7D%7D%2C%7B%22key%22%3A%22UEEGCHRP%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Carpenter%20et%20al.%22%2C%22parsedDate%22%3A%222020-04-06%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECarpenter%2C%20D.%2C%20Iphofen%2C%20R.%2C%20Oates%2C%20J.%2C%20Rawnsley%2C%20A.%2C%20%26amp%3B%20Whitman%2C%20B.%20%282020%29.%20%3Ci%3EResearch%20Ethics%20Support%20and%20Review%20in%20Research%20Organisations%3C%5C%2Fi%3E.%20UKRIO%20and%20ARMA.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.37672%5C%2FUKRIO-2020.01-ARMA%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Research%20Ethics%20Support%20and%20Review%20in%20Research%20Organisations%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%22%2C%22lastName%22%3A%22Carpenter%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ron%22%2C%22lastName%22%3A%22Iphofen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22John%22%2C%22lastName%22%3A%22Oates%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Andrew%22%2C%22lastName%22%3A%22Rawnsley%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Birgit%22%2C%22lastName%22%3A%22Whitman%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22UKRIO%20and%20ARMA%22%2C%22date%22%3A%222020-04-06%22%2C%22language%22%3A%22en%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fukrio.org%5C%2Fwp-content%5C%2Fuploads%5C%2FResearch-Ethics-Support-and-Review-in-Research-Organisations-UKRIO-ARMA-2020.pdf%22%2C%22collections%22%3A%5B%22QDFSHT7R%22%5D%2C%22dateModified%22%3A%222020-04-13T15%3A54%3A10Z%22%7D%7D%2C%7B%22key%22%3A%2246WI9VEY%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Alrashidi%20et%20al.%22%2C%22parsedDate%22%3A%222020-03-24%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EAlrashidi%2C%20H.%2C%20Ullmann%2C%20T.%20D.%2C%20Ghounaim%2C%20S.%2C%20%26amp%3B%20Joy%2C%20M.%20%282020%29.%20A%20Framework%20for%20Assessing%20Reflective%20Writing%20Produced%20Within%20the%20Context%20of%20Computer%20Science%20Education.%20In%20%3Ci%3ECompanion%20Proceedings%2010th%20International%20Conference%20on%20Learning%20Analytics%20%26amp%3B%20Knowledge%20%28LAK20%3C%5C%2Fi%3E.%20Frankfurt%2C%20Germany.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22A%20Framework%20for%20Assessing%20Reflective%20Writing%20Produced%20Within%20the%20Context%20of%20Computer%20Science%20Education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Huda%22%2C%22lastName%22%3A%22Alrashidi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Samiah%22%2C%22lastName%22%3A%22Ghounaim%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mike%22%2C%22lastName%22%3A%22Joy%22%7D%5D%2C%22abstractNote%22%3A%22Reflective%20writing%20is%20known%20to%20be%20an%20effective%20activity%20to%20increase%20students%27%20learning.%20However%2C%20there%20is%20limited%20literature%20in%20reflective%20writing%20assessment%20criteria%20in%20the%20context%20of%20computer%20science%20%28CS%29%20education.%20In%20this%20paper%2C%20we%20aim%20to%20explore%20a%20meaningful%20reflective%20writing%20assessment%20characteristics.%20That%20has%20been%20used%20to%20assess%20reflective%20text%20by%20CS%20educators.%20This%20paper%20has%20two%20contributions%3A%20%28a%29%20we%20developed%20a%20Reflective%20Writing%20Framework%20%28RWF%29%20for%20the%20main%20criteria%20has%20been%20used%20to%20assess%20reflective%20text%20in%20CS%20education%20from%20the%20findings%20of%20a%20semi-structure%20questionnaire%3B%20%28b%29%20the%20RWF%20was%20tested%20empirically%20using%20a%20pilot%20test%20of%20the%20manual%20annotation%20used%20to%20modify%20the%20framework.%20This%20analysis%20resulted%20in%20an%20inter-rater%20reliability%20of%200.78%20being%20achieved.%20The%20overall%20goal%20of%20this%20research%20is%20to%20develop%20a%20Learning%20Analytics%20%28LA%29%20tool%20which%20can%20automatically%20detect%20the%20categories%20of%20the%20RWF%20present%20in%20a%20text%20to%20assess%20the%20student%20authors%5Cu2019%20reflective%20writing%20in%20relation%20to%20CS.%22%2C%22date%22%3A%2224%5C%2F03%5C%2F2020%22%2C%22proceedingsTitle%22%3A%22Companion%20Proceedings%2010th%20International%20Conference%20on%20Learning%20Analytics%20%26%20Knowledge%20%28LAK20%22%2C%22conferenceName%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22CZGDVEPS%22%5D%2C%22dateModified%22%3A%222020-04-08T10%3A37%3A46Z%22%7D%7D%2C%7B%22key%22%3A%22IV8X64SP%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Paquette%20et%20al.%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPaquette%2C%20L.%2C%20Andres%2C%20A.%2C%20Ocumpaugh%2C%20J.%2C%20Baker%2C%20R.%2C%20%26amp%3B%20Li%2C%20Z.%20%28to%20appear%29.%20Who%26%23×2019%3Bs%20learning%3F%20Using%20demographics%20in%20EDM%20research.%20%3Ci%3EJournal%20of%20Educational%20Data%20Mining%3C%5C%2Fi%3E%2C%2029.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Who%5Cu2019s%20learning%3F%20Using%20demographics%20in%20EDM%20research%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Luc%22%2C%22lastName%22%3A%22Paquette%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alexandra%22%2C%22lastName%22%3A%22Andres%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jaclyn%22%2C%22lastName%22%3A%22Ocumpaugh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ryan%22%2C%22lastName%22%3A%22Baker%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ziyue%22%2C%22lastName%22%3A%22Li%22%7D%5D%2C%22abstractNote%22%3A%22The%20growing%20use%20of%20machine%20learning%20for%20the%20data-driven%20study%20of%20social%20issues%20and%20the%20implementation%20of%20data-driven%20decision%20processes%20has%20required%20researchers%20to%20re-examine%20the%20often%20implicit%20assumption%20that%20datadriven%20models%20are%20neutral%20and%20free%20of%20biases.%20The%20careful%20examination%20of%20machine-learned%20models%20has%20identified%20examples%20of%20how%20existing%20biases%20can%20inadvertently%20be%20perpetuated%20in%20field%20such%20as%20criminal%20justice%20%5Cu2013%20where%20failing%20to%20account%20for%20racial%20prejudices%20in%20the%20prediction%20of%20recidivism%20can%20perpetuate%20or%20exasperate%20them%20%5Cu2013%20and%20natural%20language%20processing%20%5Cu2013%20where%20algorithms%20trained%20on%20human%20languages%20corpora%20have%20been%20shown%20to%20reproduce%20strong%20biases%20in%20gendered%20descriptions.%20These%20examples%20highlight%20the%20importance%20of%20thinking%20about%20how%20biases%20might%20impact%20the%20study%20of%20educational%20data%20and%20how%20data-driven%20models%20used%20in%20educational%20context%20may%20perpetuate%20inequalities.%20To%20understand%20this%20question%2C%20we%20ask%20whether%20and%20how%20demographic%20information%2C%20including%20age%2C%20educational-level%2C%20gender%2C%20race%5C%2Fethnicity%2C%20socio-economic%20status%20%28SES%29%20and%20geographical%20location%2C%20is%20used%20in%20Educational%20Data%20Mining%20%28EDM%29%20research.%20Specifically%2C%20we%20conduct%20a%20systematic%20survey%20of%20the%20last%20five%20years%20of%20EDM%20publications%20that%20investigates%20whether%20and%20how%20demographic%20information%20about%20the%20students%20is%20reported%20in%20EDM%20research%20and%20how%20this%20information%20is%20used%20to%201%29%20investigate%20issues%20related%20to%20demographics%2C%202%29%20use%20the%20information%20as%20input%20features%20for%20data-driven%20analyses%20or%203%29%20to%20test%20and%20validate%20models.%20This%20survey%20shows%20that%2C%20although%20a%20majority%20of%20publication%20reported%20at%20least%20one%20category%20of%20demographic%20information%2C%20the%20frequency%20of%20reporting%20for%20different%20categories%20of%20demographic%20information%20is%20very%20uneven%20%28ranging%20from%205%25%20to%2059%25%29%20and%20only%2015%25%20of%20publications%20used%20demographic%20information%20in%20their%20analyses.%22%2C%22date%22%3A%22to%20appear%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22RCG2QGHV%22%5D%2C%22dateModified%22%3A%222020-04-03T17%3A50%3A42Z%22%7D%7D%2C%7B%22key%22%3A%22IPWDIDQJ%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%22%2C%22parsedDate%22%3A%222019-11-10%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%20%282019%2C%20November%29.%20%3Ci%3EBig%20data%20analysis%20of%20SEaM%20comments%20-%20What%20are%20FASS%20students%20saying%20about%20employability%3F%3C%5C%2Fi%3E%20Presented%20at%20the%20FASSTEST%20Employability%20Day%2C%20The%20Open%20University%2C%20Milton%20Keynes.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.open.ac.uk%5C%2Fblogs%5C%2FFASSTEST%5C%2Findex.php%5C%2Femployability-event%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Fwww.open.ac.uk%5C%2Fblogs%5C%2FFASSTEST%5C%2Findex.php%5C%2Femployability-event%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Big%20data%20analysis%20of%20SEaM%20comments%20-%20What%20are%20FASS%20students%20saying%20about%20employability%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%2211%5C%2F10%5C%2F2019%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.open.ac.uk%5C%2Fblogs%5C%2FFASSTEST%5C%2Findex.php%5C%2Femployability-event%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22M6DGB9SX%22%5D%2C%22dateModified%22%3A%222020-03-30T11%3A57%3A58Z%22%7D%7D%2C%7B%22key%22%3A%22ZMQLIVMU%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Vaesen%20and%20Katzav%22%2C%22parsedDate%22%3A%222017-09-08%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EVaesen%2C%20K.%2C%20%26amp%3B%20Katzav%2C%20J.%20%282017%29.%20How%20much%20would%20each%20researcher%20receive%20if%20competitive%20government%20research%20funding%20were%20distributed%20equally%20among%20researchers%3F%20%3Ci%3EPLOS%20ONE%3C%5C%2Fi%3E%2C%20%3Ci%3E12%3C%5C%2Fi%3E%289%29%2C%20e0183967.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1371%5C%2Fjournal.pone.0183967%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1371%5C%2Fjournal.pone.0183967%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22How%20much%20would%20each%20researcher%20receive%20if%20competitive%20government%20research%20funding%20were%20distributed%20equally%20among%20researchers%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Krist%22%2C%22lastName%22%3A%22Vaesen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Joel%22%2C%22lastName%22%3A%22Katzav%22%7D%5D%2C%22abstractNote%22%3A%22Scientists%20are%20increasingly%20dissatisfied%20with%20funding%20systems%20that%20rely%20on%20peer%20assessment%20and%2C%20accordingly%2C%20have%20suggested%20several%20proposals%20for%20reform.%20One%20of%20these%20proposals%20is%20to%20distribute%20available%20funds%20equally%20among%20all%20qualified%20researchers%2C%20with%20no%20interference%20from%20peer%20review.%20Despite%20its%20numerous%20benefits%2C%20such%20egalitarian%20sharing%20faces%20the%20objection%2C%20among%20others%2C%20that%20it%20would%20lead%20to%20an%20unacceptable%20dilution%20of%20resources.%20The%20aim%20of%20the%20present%20paper%20is%20to%20assess%20this%20particular%20objection.%20We%20estimate%20%28for%20the%20Netherlands%2C%20the%20U.S.%20and%20the%20U.K.%29%20how%20much%20researchers%20would%20receive%20were%20they%20to%20get%20an%20equal%20share%20of%20the%20government%20budgets%20that%20are%20currently%20allocated%20through%20competitive%20peer%20assessment.%20For%20the%20Netherlands%2C%20we%20furthermore%20estimate%20what%20researchers%20would%20receive%20were%20we%20to%20differentiate%20between%20researchers%20working%20in%20low-cost%2C%20intermediate-cost%20and%20high-cost%20disciplines.%20Given%20these%20estimates%2C%20we%20then%20determine%20what%20researchers%20could%20afford%20in%20terms%20of%20PhD%20students%2C%20Postdocs%2C%20travel%20and%20equipment.%20According%20to%20our%20results%2C%20researchers%20could%2C%20on%20average%2C%20maintain%20current%20PhD%20student%20and%20Postdoc%20employment%20levels%2C%20and%20still%20have%20at%20their%20disposal%20a%20moderate%20%28the%20U.K.%29%20to%20considerable%20%28the%20Netherlands%2C%20U.S.%29%20budget%20for%20travel%20and%20equipment.%20This%20suggests%20that%20the%20worry%20that%20egalitarian%20sharing%20leads%20to%20unacceptable%20dilution%20of%20resources%20is%20unjustified.%20Indeed%2C%20our%20results%20strongly%20suggest%20that%20there%20is%20room%20for%20far%20more%20egalitarian%20distribution%20of%20funds%20than%20happens%20in%20the%20highly%20competitive%20funding%20schemes%20so%20prevalent%20today.%22%2C%22date%22%3A%2208-Sep-2017%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1371%5C%2Fjournal.pone.0183967%22%2C%22ISSN%22%3A%221932-6203%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fjournals.plos.org%5C%2Fplosone%5C%2Farticle%3Fid%3D10.1371%5C%2Fjournal.pone.0183967%22%2C%22collections%22%3A%5B%2263LHMBQK%22%5D%2C%22dateModified%22%3A%222020-03-23T18%3A21%3A37Z%22%7D%7D%2C%7B%22key%22%3A%22377D3VVQ%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EHow%20to%20review%20Elsevier.%20%28n.d.%29.%20Retrieved%20March%2023%2C%202020%2C%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.elsevier.com%5C%2Freviewers%5C%2Fhow-to-review%27%3Ehttps%3A%5C%2F%5C%2Fwww.elsevier.com%5C%2Freviewers%5C%2Fhow-to-review%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22How%20to%20review%20Elsevier%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.elsevier.com%5C%2Freviewers%5C%2Fhow-to-review%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22VMZR76YH%22%5D%2C%22dateModified%22%3A%222020-03-23T17%3A58%3A44Z%22%7D%7D%2C%7B%22key%22%3A%22APCPURCJ%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%20%282020%29.%20%3Ci%3EPropensity%20score%20analysis%20of%20the%20L161%20peer%20assessment%20activity%3C%5C%2Fi%3E%20%28QEI%20report%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fopenuniv.sharepoint.com%5C%2Fsites%5C%2Funits%5C%2Flds%5C%2Fscholarship-exchange%5C%2Fdocuments%5C%2FIET_QEI_Report_20_2_Peer_assessment_v1.pdf%27%3Ehttps%3A%5C%2F%5C%2Fopenuniv.sharepoint.com%5C%2Fsites%5C%2Funits%5C%2Flds%5C%2Fscholarship-exchange%5C%2Fdocuments%5C%2FIET_QEI_Report_20_2_Peer_assessment_v1.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Propensity%20score%20analysis%20of%20the%20L161%20peer%20assessment%20activity%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%5D%2C%22abstractNote%22%3A%22This%20report%20analyses%20the%20impact%20of%20a%20quasi-experimental%20peer%20assessment%20activity%20on%20TMA%20scores%20with%20propensity%20score%20matching.%20Matching%20reduced%20the%20imbalance%20of%20student%20characteristics%20between%20students%20who%20voluntarily%20participated%20in%20the%20peer%20assessment%20activity%20and%20students%20who%20did%20not%20participate.%20The%20comparison%20of%20the%20peer%20assessment%20group%20with%20the%20group%20of%20matched%20students%20showed%20significant%20differences%20regarding%20TMA%20scores.%20Students%20who%20participated%20in%20the%20peer%20assessment%20activity%20had%20higher%20scores.%20We%20repeated%20the%20same%20approach%20for%20several%20other%20activities%20and%20the%20results%20aid%20the%20validity%20of%20the%20main%20result.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22QEI%20report%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fopenuniv.sharepoint.com%5C%2Fsites%5C%2Funits%5C%2Flds%5C%2Fscholarship-exchange%5C%2Fdocuments%5C%2FIET_QEI_Report_20_2_Peer_assessment_v1.pdf%22%2C%22collections%22%3A%5B%22CZGDVEPS%22%5D%2C%22dateModified%22%3A%222020-03-23T13%3A30%3A01Z%22%7D%7D%2C%7B%22key%22%3A%22R96L8QAB%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nguyen%20et%20al.%22%2C%22parsedDate%22%3A%222017-11-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ENguyen%2C%20Q.%2C%20Rienties%2C%20B.%2C%20Toetenel%2C%20L.%2C%20Ferguson%2C%20R.%2C%20%26amp%3B%20Whitelock%2C%20D.%20%282017%29.%20Examining%20the%20designs%20of%20computer-based%20assessment%20and%20its%20impact%20on%20student%20engagement%2C%20satisfaction%2C%20and%20pass%20rates.%20%3Ci%3EComputers%20in%20Human%20Behavior%3C%5C%2Fi%3E%2C%20%3Ci%3E76%3C%5C%2Fi%3E%2C%20703%26%23×2013%3B714.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.chb.2017.03.028%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.chb.2017.03.028%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Examining%20the%20designs%20of%20computer-based%20assessment%20and%20its%20impact%20on%20student%20engagement%2C%20satisfaction%2C%20and%20pass%20rates%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Quan%22%2C%22lastName%22%3A%22Nguyen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lisette%22%2C%22lastName%22%3A%22Toetenel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Rebecca%22%2C%22lastName%22%3A%22Ferguson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Denise%22%2C%22lastName%22%3A%22Whitelock%22%7D%5D%2C%22abstractNote%22%3A%22Many%20researchers%20who%20study%20the%20impact%20of%20computer-based%20assessment%20%28CBA%29%20focus%20on%20the%20affordances%20or%20complexities%20of%20CBA%20approaches%20in%20comparison%20to%20traditional%20assessment%20methods.%20This%20study%20examines%20how%20CBA%20approaches%20were%20configured%20within%20and%20between%20modules%2C%20and%20the%20impact%20of%20assessment%20design%20on%20students%27%20engagement%2C%20satisfaction%2C%20and%20pass%20rates.%20The%20analysis%20was%20conducted%20using%20a%20combination%20of%20longitudinal%20visualisations%2C%20correlational%20analysis%2C%20and%20fixed-effect%20models%20on%2074%20undergraduate%20modules%20and%20their%2072%2C377%20students.%20Our%20findings%20indicate%20that%20educators%20designed%20very%20different%20assessment%20strategies%2C%20which%20significantly%20influenced%20student%20engagement%20as%20measured%20by%20time%20spent%20in%20the%20virtual%20learning%20environment%20%28VLE%29.%20Weekly%20analyses%20indicated%20that%20assessment%20activities%20were%20balanced%20with%20other%20learning%20activities%2C%20which%20suggests%20that%20educators%20tended%20to%20aim%20for%20a%20consistent%20workload%20when%20designing%20assessment%20strategies.%20Since%20most%20of%20the%20assessments%20were%20computer-based%2C%20students%20spent%20more%20time%20on%20the%20VLE%20during%20assessment%20weeks.%20By%20controlling%20for%20heterogeneity%20within%20and%20between%20modules%2C%20learning%20design%20could%20explain%20up%20to%2069%25%20of%20the%20variability%20in%20students%27%20time%20spent%20on%20the%20VLE.%20Furthermore%2C%20assessment%20activities%20were%20significantly%20related%20to%20pass%20rates%2C%20but%20no%20clear%20relation%20with%20satisfaction%20was%20found.%20Our%20findings%20highlight%20the%20importance%20of%20CBA%20and%20learning%20design%20to%20how%20students%20learn%20online.%22%2C%22date%22%3A%22November%201%2C%202017%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1016%5C%2Fj.chb.2017.03.028%22%2C%22ISSN%22%3A%220747-5632%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS0747563217301851%22%2C%22collections%22%3A%5B%22N8DSS23J%22%5D%2C%22dateModified%22%3A%222020-03-13T17%3A49%3A19Z%22%7D%7D%2C%7B%22key%22%3A%2252JLXWAF%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Xu%20et%20al.%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EXu%2C%20X.%2C%20Murray%2C%20T.%2C%20%26amp%3B%20Woolf%2C%20B.%20P.%20%28n.d.%29.%20Text%26%23xA0%3B%20%26%23xA0%3B%20Analysis%26%23xA0%3B%20%26%23xA0%3B%20of%26%23xA0%3B%20%26%23xA0%3B%20Deliberative%26%23xA0%3B%20%26%23xA0%3B%20Skills%26%23xA0%3B%20%26%23xA0%3B%20in%26%23xA0%3B%20%26%23xA0%3B%20Undergraduate%26%23xA0%3B%20%26%23xA0%3B%20Online%26%23xA0%3B%20%26%23xA0%3B%20Dialogue%3A%26%23xA0%3B%20%26%23xA0%3B%20%26%23xA0%3B%20%26%23xA0%3B%20%20Using%26%23xA0%3B%20%26%23xA0%3B%20L1%26%23xA0%3B%20%26%23xA0%3B%20Regularized%26%23xA0%3B%20%26%23xA0%3B%20Logistic%26%23xA0%3B%20%26%23xA0%3B%20Regression%26%23xA0%3B%20%26%23xA0%3B%20with%26%23xA0%3B%20%26%23xA0%3B%20Psycholinguistic%26%23xA0%3B%20%26%23xA0%3B%20Features%2C%207.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Text%5Ct%20%20%5Cu00a0Analysis%5Ct%20%20%5Cu00a0of%5Ct%20%20%5Cu00a0Deliberative%5Ct%20%20%5Cu00a0Skills%5Ct%20%20%5Cu00a0in%5Ct%20%20%5Cu00a0Undergraduate%5Ct%20%20%5Cu00a0Online%5Ct%20%20%5Cu00a0Dialogue%3A%5Ct%20%20%5Cu00a0%5Ct%20%20%5Cu00a0%20Using%5Ct%20%20%5Cu00a0L1%5Ct%20%20%5Cu00a0Regularized%5Ct%20%20%5Cu00a0Logistic%5Ct%20%20%5Cu00a0Regression%5Ct%20%20%5Cu00a0with%5Ct%20%20%5Cu00a0Psycholinguistic%5Ct%20%20%5Cu00a0Features%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Xiaoxi%22%2C%22lastName%22%3A%22Xu%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tom%22%2C%22lastName%22%3A%22Murray%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Beverly%20Park%22%2C%22lastName%22%3A%22Woolf%22%7D%5D%2C%22abstractNote%22%3A%22We%20report%20on%20a%20text%20analysis%20and%20machine%20learning%20study%20of%20social%20deliberative%20skill%20using%20online%20dialogues%20on%20controversial%20topics%20from%20a%20college%20class.%20We%20report%20on%20our%20comparison%20between%20using%20the%20LIWC%20and%20Coh-Metrix%20text%20analysis%20feature%20sets%2C%20as%20well%20as%20demographic%20feature%20information%20in%20an%20L1%20Regularized%20Logistic%20Regression%20machine%20learning%20algorithm.%22%2C%22date%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22PZX264JH%22%5D%2C%22dateModified%22%3A%222020-03-13T11%3A48%3A40Z%22%7D%7D%2C%7B%22key%22%3A%22MKJ2D2ED%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Zehner%20et%20al.%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EZehner%2C%20F.%2C%20Kroehne%2C%20U.%2C%20Hahnel%2C%20C.%2C%20%26amp%3B%20Goldhammer%2C%20F.%20%28n.d.%29.%20PISA%20reading%3A%20Mode%20effects%20unveiled%20in%20short%20text%20responses%2C%2021.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22PISA%20reading%3A%20Mode%20effects%20unveiled%20in%20short%20text%20responses%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fabian%22%2C%22lastName%22%3A%22Zehner%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ulf%22%2C%22lastName%22%3A%22Kroehne%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Carolin%22%2C%22lastName%22%3A%22Hahnel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Frank%22%2C%22lastName%22%3A%22Goldhammer%22%7D%5D%2C%22abstractNote%22%3A%22Educational%20large%5Cu00adscale%20assessments%20risk%20their%20temporal%20comparability%20when%20shifting%20from%20paper%5Cu00ad%20to%20computer%5Cu00adbased%20assessment.%20A%20recent%20study%20showed%20how%20text%20responses%20have%20altered%20alongside%20PISA%5Cu2019s%20mode%20change%2C%20indicating%20mode%20effects.%20Uncertainty%20remained%2C%20however%2C%20because%20it%20com%5Cu00ad%20pared%20students%20from%202012%20and%202015.%20We%20aimed%20at%20reproducing%20the%20findings%20in%20an%20experimental%20setting%2C%20in%20which%20n%20%3D%20836%20students%20answered%20PISA%20reading%20questions%20on%20computer%2C%20paper%2C%20or%20both.%20Text%20response%20features%20for%20information%20quantity%20and%20relevance%20were%20extracted%20automatically.%20Results%20show%20a%20comprehensive%20recovery%20of%20findings.%20Students%20incorporated%20more%20information%20into%20their%20text%20responses%20on%20computer%20than%20on%20paper%2C%20with%20some%20items%20being%20more%20affected%20than%20others.%20Regarding%20information%20relevance%2C%20we%20found%20less%20mode%20effect%20variance%20across%20items%20than%20the%20original%20study.%20Hints%20for%20a%20relationship%20between%20mode%20effect%20and%20gender%20across%20items%20could%20be%20reproduced.%20The%20study%20demonstrates%20the%20stability%20of%20linguistic%20feature%20extraction%20from%20text%20responses.%22%2C%22date%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2265ZTAKDD%22%5D%2C%22dateModified%22%3A%222020-03-13T11%3A45%3A09Z%22%7D%7D%2C%7B%22key%22%3A%22285PP2FB%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22O%5Cu2019Brien%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EO%26%23×2019%3BBrien%2C%20J.%20%282020%29.%202020%20EDUCAUSE%20Horizon%20Report%20%7C%20Teaching%20and%20Learning%20Edition%2C%2058.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%222020%20EDUCAUSE%20Horizon%20Report%20%7C%20Teaching%20and%20Learning%20Edition%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22John%22%2C%22lastName%22%3A%22O%5Cu2019Brien%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2269A3239N%22%5D%2C%22dateModified%22%3A%222020-03-06T16%3A43%3A25Z%22%7D%7D%2C%7B%22key%22%3A%227NYNS8MT%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Kubiak%20and%20Ullmann%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EKubiak%2C%20C.%2C%20%26amp%3B%20Ullmann%2C%20T.%20D.%20%282020%29.%20%3Ci%3EStudent%20support%20advisors%3A%20context%2C%20practice%20and%20impact%3C%5C%2Fi%3E%20%28QEI%20report%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fopenuniv.sharepoint.com%5C%2Fsites%5C%2Funits%5C%2Flds%5C%2Fscholarship-exchange%5C%2Fdocuments%5C%2FIET_QEI_Report_20_1_Student_support_advisors_v1.pdf%27%3Ehttps%3A%5C%2F%5C%2Fopenuniv.sharepoint.com%5C%2Fsites%5C%2Funits%5C%2Flds%5C%2Fscholarship-exchange%5C%2Fdocuments%5C%2FIET_QEI_Report_20_1_Student_support_advisors_v1.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Student%20support%20advisors%3A%20context%2C%20practice%20and%20impact%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Chris%22%2C%22lastName%22%3A%22Kubiak%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%5D%2C%22abstractNote%22%3A%22The%20Open%20University%20%27s%20Student%20Support%20Teams%20%28SST%29%20are%20a%20group%20of%20guidance%20professionals%20skilled%20in%20providing%20reactive%20and%20proactive%20support%20to%20students.%20While%20a%20key%20part%20of%20the%20university%20ecosystem%20of%20student%20support%2C%20there%20are%20few%20evaluations%20of%20their%20effectiveness%20in%20retaining%20students.%20This%20project%20set%20out%20to%20develop%20and%20trial%20a%20methodology%20for%20the%20statistical%20evaluation%20of%20the%20effectiveness%20of%20SST%20interventions.%20This%20evaluation%20was%20located%20in%20a%20detailed%20account%20of%20SST%20practice.%5CnIn%20the%20qualitative%20arm%20of%20the%20project%2C%2014%20SST%20advisers%20were%20interviewed.%20Advisor%20practice%20was%20framed%20by%20the%20Information%2C%20Advice%20and%20guidance%20framework%2C%20a%20practice%20underpinned%20by%20a%20caring%20orientation%20stressing%20rapport%20building%2C%20attentiveness%20to%20underlying%20causes%20of%20student%20issues%2C%20conveying%20availability%20for%20support%20and%20responsibility%20for%20student%20welfare.%20The%20work%20itself%20can%20be%20characterised%20as%20possessing%20a%20particularly%20contingent%20character%20in%20that%20it%20involves%20digging%20beneath%20the%20students%20%27%20presenting%20problem%20to%20understand%20underlying%20issues%20and%20as%20such%2C%20can%20result%20in%20unpredictable%20outcomes.%20Furthermore%2C%20the%20contingent%20nature%20of%20practice%20is%20reflected%20in%20the%20focus%2C%20at%20times%2C%20on%20securing%20bespoke%20allowances%20or%20exceptions%20for%20students.%20Although%20a%20particular%20proactive%20intervention%20may%20be%20focused%20on%20achieving%20a%20specific%20end%20such%20as%20retaining%20the%20student%2C%20the%20student-advisor%20interaction%20may%20generate%20a%20range%20of%20unexpected%20outcomes%20which%20are%20nonetheless%20agreeable%20to%20the%20student.%5CnThe%20quantitative%20arm%20of%20the%20project%20investigated%20the%20impact%20on%20student%20retention%20in%20WELS%20L1%2017J%20modules%20of%20the%20M5%20SST%20phone%20intervention.%20It%20compared%20two%20groups%20of%20M5%20students%3A%20the%20treatment%20group%20%28N%20%3D%20127%29%20who%20received%20a%20phone-based%20intervention%20and%20the%20control%20group%20%28N%20%3D%201669%29%20that%20either%20received%20an%20e-mail%20or%20was%20not%20contacted.%20The%20initial%20descriptive%20analysis%20of%20both%20groups%20showed%20differences%20regarding%20student%20characteristics.%20It%20showed%20that%20students%20with%20a%20higher%20PEQ%20are%20more%20likely%20to%20pick%20up%20the%20phone%2C%20but%20also%20surfaced%20other%20potential%20confounders.%20A%20statistical%20method%20was%20applied%20to%20balance%20both%20groups%20retrospectively%20based%20on%20various%20student%20characteristics%20to%20aid%20a%20fairer%20comparison.%20Overall%20the%20students%20of%20the%20phone%20call%20group%20had%20a%20slightly%20higher%20completion%20and%20pass%20rate%20compared%20to%20the%20control%20group.%20However%2C%20a%20Chi-Square%20test%20and%20several%20logistic%20regressions%20analyses%20did%20not%20find%20a%20significant%20difference%20between%20the%20pass%20and%20completion%20rates%20achieved%20by%20the%20groups.%20Several%20suggestions%20are%20made%20that%20may%20help%20to%20better%20understand%20the%20impact%20of%20the%20phone%20call%20intervention.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22QEI%20report%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fopenuniv.sharepoint.com%5C%2Fsites%5C%2Funits%5C%2Flds%5C%2Fscholarship-exchange%5C%2Fdocuments%5C%2FIET_QEI_Report_20_1_Student_support_advisors_v1.pdf%22%2C%22collections%22%3A%5B%22CZGDVEPS%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A41%3A05Z%22%7D%7D%2C%7B%22key%22%3A%222U5E7Z98%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%20et%20al.%22%2C%22parsedDate%22%3A%222017-12-20%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%2C%20Marsh%2C%20V.%2C%20Slee%2C%20A.%2C%20Cross%2C%20S.%2C%20%26amp%3B%20Rienties%2C%20B.%20%282017%29.%20%3Ci%3EDW%20-%20Data%20wrangler%26%23×2019%3Bs%20key%20metric%20report%20for%20WELS%3C%5C%2Fi%3E%20%28Key%20Metric%20reports%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22DW%20-%20Data%20wrangler%27s%20key%20metric%20report%20for%20WELS%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Vicky%22%2C%22lastName%22%3A%22Marsh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Slee%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Cross%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%2220%5C%2F12%5C%2F2017%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%22%2C%22collections%22%3A%5B%2234276Z2Z%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A37%3A11Z%22%7D%7D%2C%7B%22key%22%3A%22EWB8LXNH%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%20et%20al.%22%2C%22parsedDate%22%3A%222017-12-20%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%2C%20Marsh%2C%20V.%2C%20Slee%2C%20A.%2C%20Cross%2C%20S.%2C%20%26amp%3B%20Rienties%2C%20B.%20%282017%29.%20%3Ci%3EDW%20-%20Data%20wrangler%26%23×2019%3Bs%20key%20metric%20report%20for%20STEM%3C%5C%2Fi%3E%20%28Key%20Metric%20reports%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22DW%20-%20Data%20wrangler%27s%20key%20metric%20report%20for%20STEM%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Vicky%22%2C%22lastName%22%3A%22Marsh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Slee%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Cross%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%2220%5C%2F12%5C%2F2017%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%22%2C%22collections%22%3A%5B%2234276Z2Z%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A37%3A01Z%22%7D%7D%2C%7B%22key%22%3A%22QW6W2WY9%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%20et%20al.%22%2C%22parsedDate%22%3A%222017-12-20%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%2C%20Marsh%2C%20V.%2C%20Slee%2C%20A.%2C%20Cross%2C%20S.%2C%20%26amp%3B%20Rienties%2C%20B.%20%282017%29.%20%3Ci%3EDW%20-%20Data%20wrangler%26%23×2019%3Bs%20key%20metric%20report%20for%20FBL%3C%5C%2Fi%3E%20%28Key%20Metric%20reports%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22DW%20-%20Data%20wrangler%27s%20key%20metric%20report%20for%20FBL%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Vicky%22%2C%22lastName%22%3A%22Marsh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Slee%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Cross%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%2220%5C%2F12%5C%2F2017%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%22%2C%22collections%22%3A%5B%2234276Z2Z%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A36%3A51Z%22%7D%7D%2C%7B%22key%22%3A%22BYZS2DYV%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%20et%20al.%22%2C%22parsedDate%22%3A%222017-12-20%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%2C%20Marsh%2C%20V.%2C%20Slee%2C%20A.%2C%20Cross%2C%20S.%2C%20%26amp%3B%20Rienties%2C%20B.%20%282017%29.%20%3Ci%3EDW%20-%20Data%20wrangler%26%23×2019%3Bs%20key%20metric%20report%20for%20FASS%3C%5C%2Fi%3E%20%28Key%20Metric%20reports%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22DW%20-%20Data%20wrangler%27s%20key%20metric%20report%20for%20FASS%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Vicky%22%2C%22lastName%22%3A%22Marsh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Slee%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Cross%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%2220%5C%2F12%5C%2F2017%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%22%2C%22collections%22%3A%5B%2234276Z2Z%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A36%3A29Z%22%7D%7D%2C%7B%22key%22%3A%22US8Q4EKH%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%20et%20al.%22%2C%22parsedDate%22%3A%222016-12-20%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%2C%20Marsh%2C%20V.%2C%20Slee%2C%20A.%2C%20Cross%2C%20S.%2C%20%26amp%3B%20Rienties%2C%20B.%20%282016%29.%20%3Ci%3EDW%20-%20Data%20wrangler%26%23×2019%3Bs%20key%20metric%20report%20for%20FASS%3C%5C%2Fi%3E%20%28Key%20Metric%20reports%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22DW%20-%20Data%20wrangler%27s%20key%20metric%20report%20for%20FASS%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Vicky%22%2C%22lastName%22%3A%22Marsh%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Slee%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Simon%22%2C%22lastName%22%3A%22Cross%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bart%22%2C%22lastName%22%3A%22Rienties%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%2220%5C%2F12%5C%2F2016%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Farticle.iet.open.ac.uk%5C%2FD%5C%2FData%2520Wranglers%5C%2FKey%2520Metrics%2520Report%2520Autumn%25202016%5C%2F%22%2C%22collections%22%3A%5B%228RT45HG6%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A36%3A11Z%22%7D%7D%2C%7B%22key%22%3A%22DYSVRYRC%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ullmann%22%2C%22parsedDate%22%3A%222017%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EUllmann%2C%20T.%20D.%20%282017%29.%20%3Ci%3EGroup%20tuition%20policy%20-%20Analysis%20of%20SEaM%20open-ended%20questions%3C%5C%2Fi%3E%20%28Report%20to%20the%20Group%20Tuition%20Policy%20evaluation%20working%20group%29.%20Milton%20Keynes%3A%20Institute%20of%20Educational%20Technology%2C%20The%20Open%20University.%20Retrieved%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fintranet9.open.ac.uk%5C%2Fcollaboration%5C%2FScholarship-Exchange%5C%2FWiki%5C%2FDocument.aspx%3FDocumentID%3D2174%27%3Ehttps%3A%5C%2F%5C%2Fintranet9.open.ac.uk%5C%2Fcollaboration%5C%2FScholarship-Exchange%5C%2FWiki%5C%2FDocument.aspx%3FDocumentID%3D2174%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Group%20tuition%20policy%20-%20Analysis%20of%20SEaM%20open-ended%20questions%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Thomas%20Daniel%22%2C%22lastName%22%3A%22Ullmann%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22Report%20to%20the%20Group%20Tuition%20Policy%20evaluation%20working%20group%22%2C%22institution%22%3A%22Institute%20of%20Educational%20Technology%2C%20The%20Open%20University%22%2C%22date%22%3A%222017%22%2C%22language%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fintranet9.open.ac.uk%5C%2Fcollaboration%5C%2FScholarship-Exchange%5C%2FWiki%5C%2FDocument.aspx%3FDocumentID%3D2174%22%2C%22collections%22%3A%5B%2262P4KVI8%22%2C%2234276Z2Z%22%5D%2C%22dateModified%22%3A%222020-03-06T15%3A34%3A47Z%22%7D%7D%2C%7B%22key%22%3A%22J5NNAKU6%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECOPE%3A%20Promoting%20integrity%20in%20scholarly%20research%20and%20its%20publication%20%7C%20Committee%20on%20Publication%20Ethics%3A%20COPE.%20%28n.d.%29.%20Retrieved%20March%202%2C%202020%2C%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fpublicationethics.org%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fpublicationethics.org%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22COPE%3A%20Promoting%20integrity%20in%20scholarly%20research%20and%20its%20publication%20%7C%20Committee%20on%20Publication%20Ethics%3A%20COPE%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fpublicationethics.org%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QDFSHT7R%22%5D%2C%22dateModified%22%3A%222020-03-02T15%3A47%3A25Z%22%7D%7D%2C%7B%22key%22%3A%22QDU9D3Y5%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EPRISMA.%20%28n.d.%29.%20Retrieved%20February%2027%2C%202020%2C%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.prisma-statement.org%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Fwww.prisma-statement.org%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22PRISMA%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.prisma-statement.org%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%225R5MTYMQ%22%5D%2C%22dateModified%22%3A%222020-02-27T09%3A45%3A24Z%22%7D%7D%2C%7B%22key%22%3A%22H5EYCTJL%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EConsort%20-%20Welcome%20to%20the%20CONSORT%20Website.%20%28n.d.%29.%20Retrieved%20February%2027%2C%202020%2C%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.consort-statement.org%5C%2F%27%3Ehttp%3A%5C%2F%5C%2Fwww.consort-statement.org%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22Consort%20-%20Welcome%20to%20the%20CONSORT%20Website%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.consort-statement.org%5C%2F%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%2242H7784C%22%5D%2C%22dateModified%22%3A%222020-02-27T09%3A44%3A15Z%22%7D%7D%2C%7B%22key%22%3A%222BKPFEDB%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Cui%20et%20al.%22%2C%22parsedDate%22%3A%222019-11-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECui%2C%20Y.%2C%20Wise%2C%20A.%20F.%2C%20%26amp%3B%20Allen%2C%20K.%20L.%20%282019%29.%20Developing%20reflection%20analytics%20for%20health%20professions%20education%3A%20A%20multi-dimensional%20framework%20to%20align%20critical%20concepts%20with%20data%20features.%20%3Ci%3EComputers%20in%20Human%20Behavior%3C%5C%2Fi%3E%2C%20%3Ci%3E100%3C%5C%2Fi%3E%2C%20305%26%23×2013%3B324.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.chb.2019.02.019%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.chb.2019.02.019%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Developing%20reflection%20analytics%20for%20health%20professions%20education%3A%20A%20multi-dimensional%20framework%20to%20align%20critical%20concepts%20with%20data%20features%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Yi%22%2C%22lastName%22%3A%22Cui%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alyssa%20Friend%22%2C%22lastName%22%3A%22Wise%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kenneth%20L.%22%2C%22lastName%22%3A%22Allen%22%7D%5D%2C%22abstractNote%22%3A%22Reflection%20is%20a%20key%20activity%20in%20self-regulated%20learning%20%28SRL%29%20and%20a%20critical%20part%20of%20health%20professions%20education%20that%20supports%20the%20development%20of%20effective%20lifelong-learning%20health%20professionals.%20Despite%20widespread%20use%20and%20plentiful%20theoretical%20models%2C%20empirical%20understanding%20of%20and%20support%20for%20reflection%20in%20health%20professions%20education%20remains%20limited%20due%20to%20simple%20manual%20assessment%20and%20rare%20feedback%20to%20students.%20Recent%20moves%20to%20digital%20reflection%20practices%20offer%20opportunities%20to%20computationally%20study%20and%20support%20reflection%20as%20a%20part%20of%20SRL.%20The%20critical%20task%20in%20such%20an%20endeavor%2C%20and%20the%20goal%20of%20this%20paper%2C%20is%20to%20align%20high-level%20reflection%20qualities%20that%20are%20valued%20conceptually%20with%20low-level%20features%20in%20the%20data%20that%20are%20possible%20to%20extract%20computationally.%20This%20paper%20approaches%20this%20goal%20by%20%28a%29%20developing%20a%20unified%20framework%20for%20conceptualizing%20reflection%20analytics%20in%20health%20professions%20education%20and%20%28b%29%20empirically%20examining%20potential%20data%20features%20through%20which%20these%20elements%20can%20be%20assessed.%20Synthesizing%20the%20prior%20literature%20yields%20a%20conceptual%20framework%20for%20health%20professions%20reflection%20comprised%20of%20six%20elements%3A%20Description%2C%20Analysis%2C%20Feelings%2C%20Perspective%2C%20Evaluation%2C%20and%20Outcome.%20These%20elements%20then%20serve%20as%20the%20conceptual%20grounding%20for%20the%20computational%20analysis%20in%20which%2027%20dental%20students%5Cu2019%20reflections%20%28in%20six%20reflective%20statement%20types%29%20over%20the%20course%20of%204%20years%20were%20examined%20using%20selected%20LIWC%20%28Linguistic%20Inquiry%20and%20Word%20Count%29%20indices.%20Variation%20in%20elements%20of%20reflection%20across%20students%2C%20years%2C%20and%20reflection-types%20supports%20use%20of%20the%20multi-dimensional%20analysis%20framework%20to%20%28a%29%20increase%20precision%20of%20research%20claims%3B%20%28b%29%20evaluate%20whether%20reflection%20activities%20are%20engaged%20in%20as%20intended%3B%20and%20%28c%29%20diagnose%20aspects%20of%20reflection%20in%20which%20specific%20students%20need%20support.%20Implications%20for%20the%20development%20of%20health%20professions%20reflection%20analytics%20that%20can%20contribute%20to%20SRL%20and%20promising%20areas%20for%20future%20research%20are%20discussed.%22%2C%22date%22%3A%22November%201%2C%202019%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1016%5C%2Fj.chb.2019.02.019%22%2C%22ISSN%22%3A%220747-5632%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS0747563219300718%22%2C%22collections%22%3A%5B%2294G7NTT6%22%5D%2C%22dateModified%22%3A%222020-02-20T18%3A21%3A28Z%22%7D%7D%2C%7B%22key%22%3A%224D5W5QUK%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Silla%20and%20Freitas%22%2C%22parsedDate%22%3A%222011-01-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESilla%2C%20C.%20N.%2C%20%26amp%3B%20Freitas%2C%20A.%20A.%20%282011%29.%20A%20survey%20of%20hierarchical%20classification%20across%20different%20application%20domains.%20%3Ci%3EData%20Mining%20and%20Knowledge%20Discovery%3C%5C%2Fi%3E%2C%20%3Ci%3E22%3C%5C%2Fi%3E%281%29%2C%2031%26%23×2013%3B72.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs10618-010-0175-9%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs10618-010-0175-9%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22A%20survey%20of%20hierarchical%20classification%20across%20different%20application%20domains%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Carlos%20N.%22%2C%22lastName%22%3A%22Silla%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Alex%20A.%22%2C%22lastName%22%3A%22Freitas%22%7D%5D%2C%22abstractNote%22%3A%22In%20this%20survey%20we%20discuss%20the%20task%20of%20hierarchical%20classification.%20The%20literature%20about%20this%20field%20is%20scattered%20across%20very%20different%20application%20domains%20and%20for%20that%20reason%20research%20in%20one%20domain%20is%20often%20done%20unaware%20of%20methods%20developed%20in%20other%20domains.%20We%20define%20what%20is%20the%20task%20of%20hierarchical%20classification%20and%20discuss%20why%20some%20related%20tasks%20should%20not%20be%20considered%20hierarchical%20classification.%20We%20also%20present%20a%20new%20perspective%20about%20some%20existing%20hierarchical%20classification%20approaches%2C%20and%20based%20on%20that%20perspective%20we%20propose%20a%20new%20unifying%20framework%20to%20classify%20the%20existing%20approaches.%20We%20also%20present%20a%20review%20of%20empirical%20comparisons%20of%20the%20existing%20methods%20reported%20in%20the%20literature%20as%20well%20as%20a%20conceptual%20comparison%20of%20those%20methods%20at%20a%20high%20level%20of%20abstraction%2C%20discussing%20their%20advantages%20and%20disadvantages.%22%2C%22date%22%3A%222011-01-01%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1007%5C%2Fs10618-010-0175-9%22%2C%22ISSN%22%3A%221573-756X%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs10618-010-0175-9%22%2C%22collections%22%3A%5B%22N6TV3FIP%22%5D%2C%22dateModified%22%3A%222020-02-19T18%3A21%3A19Z%22%7D%7D%2C%7B%22key%22%3A%22HMBV7VIF%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Vygotsky%22%2C%22parsedDate%22%3A%221978%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EVygotsky%2C%20L.%20S.%20%281978%29.%20Interaction%20between%20Learning%20and%20Development.%20In%20M.%20Cole%2C%20V.%20John-Steiner%2C%20S.%20Scribner%2C%20%26amp%3B%20E.%20Souberman%20%28Eds.%29%2C%20%3Ci%3EMind%20in%20Society%3A%20The%20Development%20of%20Higher%20Psychological%20Processes%3C%5C%2Fi%3E%20%28pp.%2079%26%23×2013%3B91%29.%20Harvard%20University%20Press.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Interaction%20between%20Learning%20and%20Development%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22L.%20S.%22%2C%22lastName%22%3A%22Vygotsky%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Michael%22%2C%22lastName%22%3A%22Cole%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Vera%22%2C%22lastName%22%3A%22John-Steiner%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Sylvia%22%2C%22lastName%22%3A%22Scribner%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Ellen%22%2C%22lastName%22%3A%22Souberman%22%7D%5D%2C%22abstractNote%22%3A%22The%20great%20Russian%20psychologist%20L.%20S.%20Vygotsky%20has%20long%20been%20recognized%20as%20a%20pioneer%20in%20developmental%20psychology.%20But%20his%20theory%20of%20development%20has%20never%20been%20well%20understood%20in%20the%20West.%20Mind%20in%20Society%20corrects%20much%20of%20this%20misunderstanding.%20Carefully%20edited%20by%20a%20group%20of%20outstanding%20Vygotsky%20scholars%2C%20the%20book%20presents%20a%20unique%20selection%20of%20Vygotsky%27s%20important%20essays.%22%2C%22bookTitle%22%3A%22Mind%20in%20Society%3A%20The%20Development%20of%20Higher%20Psychological%20Processes%22%2C%22date%22%3A%221978%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-0-674-07668-6%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22ARDU9S25%22%5D%2C%22dateModified%22%3A%222020-02-18T14%3A54%3A25Z%22%7D%7D%2C%7B%22key%22%3A%22PJRZ92JK%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Macfarlane%22%2C%22parsedDate%22%3A%222012-02-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMacfarlane%2C%20B.%20%282012%29.%20The%20higher%20education%20research%20archipelago.%20%3Ci%3EHigher%20Education%20Research%20%26amp%3B%20Development%3C%5C%2Fi%3E%2C%20%3Ci%3E31%3C%5C%2Fi%3E%281%29%2C%20129%26%23×2013%3B131.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F07294360.2012.642846%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F07294360.2012.642846%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22The%20higher%20education%20research%20archipelago%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruce%22%2C%22lastName%22%3A%22Macfarlane%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22February%201%2C%202012%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F07294360.2012.642846%22%2C%22ISSN%22%3A%220729-4360%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F07294360.2012.642846%22%2C%22collections%22%3A%5B%22X3FVHK9T%22%5D%2C%22dateModified%22%3A%222020-02-17T15%3A13%3A55Z%22%7D%7D%2C%7B%22key%22%3A%22CDZMYDQB%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Boring%20et%20al.%22%2C%22parsedDate%22%3A%222016-01-07%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBoring%2C%20A.%2C%20Ottoboni%2C%20K.%2C%20%26amp%3B%20Stark%2C%20P.%20%282016%29.%20Student%20Evaluations%20of%20Teaching%20%28Mostly%29%20Do%20Not%20Measure%20Teaching%20Effectiveness.%20%3Ci%3EScienceOpen%20Research%3C%5C%2Fi%3E.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.14293%5C%2FS2199-1006.1.SOR-EDU.AETBZC.v1%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.14293%5C%2FS2199-1006.1.SOR-EDU.AETBZC.v1%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Student%20Evaluations%20of%20Teaching%20%28Mostly%29%20Do%20Not%20Measure%20Teaching%20Effectiveness%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anne%22%2C%22lastName%22%3A%22Boring%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kellie%22%2C%22lastName%22%3A%22Ottoboni%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Philip%22%2C%22lastName%22%3A%22Stark%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222016-01-07%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.14293%5C%2FS2199-1006.1.SOR-EDU.AETBZC.v1%22%2C%22ISSN%22%3A%222199-1006%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.scienceopen.com%5C%2Fhosted-document%3Fdoi%3D10.14293%5C%2FS2199-1006.1.SOR-EDU.AETBZC.v1%22%2C%22collections%22%3A%5B%22XUG6BUGL%22%5D%2C%22dateModified%22%3A%222020-02-14T12%3A12%3A45Z%22%7D%7D%2C%7B%22key%22%3A%22A6GGTYND%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22CGHE%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECGHE.%20%28n.d.%29.%20Analysing%20neoliberalism%20in%20theory%20and%20practice%3A%20The%20case%20of%20performance-based%20funding%20for%20higher%20education.%20Retrieved%20February%2014%2C%202020%2C%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.researchcghe.org%5C%2Fpublications%5C%2Fworking-paper%5C%2Fanalysing-neoliberalism-in-theory-and-practice-the-case-of-performance-based-funding-for-higher-education%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fwww.researchcghe.org%5C%2Fpublications%5C%2Fworking-paper%5C%2Fanalysing-neoliberalism-in-theory-and-practice-the-case-of-performance-based-funding-for-higher-education%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22Analysing%20neoliberalism%20in%20theory%20and%20practice%3A%20The%20case%20of%20performance-based%20funding%20for%20higher%20education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22CGHE%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.researchcghe.org%5C%2Fpublications%5C%2Fworking-paper%5C%2Fanalysing-neoliberalism-in-theory-and-practice-the-case-of-performance-based-funding-for-higher-education%5C%2F%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%22WM4ZJRGR%22%5D%2C%22dateModified%22%3A%222020-02-14T12%3A04%3A06Z%22%7D%7D%2C%7B%22key%22%3A%22S3AW8CGR%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22CGHE%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECGHE.%20%28n.d.%29.%20University%20governance%20and%20academic%20work%3A%20the%20%26%23×2018%3Bbusiness%20model%26%23×2019%3B%20and%20its%20impact%20on%20innovation%20and%20creativity.%20Retrieved%20February%2014%2C%202020%2C%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.researchcghe.org%5C%2Fpublications%5C%2Fworking-paper%5C%2Funiversity-governance-and-academic-work-the-business-model-and-its-impact-on-innovation-and-creativity%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fwww.researchcghe.org%5C%2Fpublications%5C%2Fworking-paper%5C%2Funiversity-governance-and-academic-work-the-business-model-and-its-impact-on-innovation-and-creativity%5C%2F%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22University%20governance%20and%20academic%20work%3A%20the%20%5Cu2018business%20model%5Cu2019%20and%20its%20impact%20on%20innovation%20and%20creativity%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22CGHE%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.researchcghe.org%5C%2Fpublications%5C%2Fworking-paper%5C%2Funiversity-governance-and-academic-work-the-business-model-and-its-impact-on-innovation-and-creativity%5C%2F%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%22WM4ZJRGR%22%5D%2C%22dateModified%22%3A%222020-02-14T12%3A00%3A21Z%22%7D%7D%2C%7B%22key%22%3A%224MLSG9KA%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22McDonald%20et%20al.%22%2C%22parsedDate%22%3A%222020-01-02%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMcDonald%2C%20J.%2C%20Moskal%2C%20A.%20C.%20M.%2C%20Goodchild%2C%20A.%2C%20Stein%2C%20S.%2C%20%26amp%3B%20Terry%2C%20S.%20%282020%29.%20Advancing%20text-analysis%20to%20tap%20into%20the%20student%20voice%3A%20a%20proof-of-concept%20study.%20%3Ci%3EAssessment%20%26amp%3B%20Evaluation%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E45%3C%5C%2Fi%3E%281%29%2C%20154%26%23×2013%3B164.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2019.1614524%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2019.1614524%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Advancing%20text-analysis%20to%20tap%20into%20the%20student%20voice%3A%20a%20proof-of-concept%20study%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jenny%22%2C%22lastName%22%3A%22McDonald%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Adon%20Christian%20Michael%22%2C%22lastName%22%3A%22Moskal%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Allen%22%2C%22lastName%22%3A%22Goodchild%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sarah%22%2C%22lastName%22%3A%22Stein%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Stuart%22%2C%22lastName%22%3A%22Terry%22%7D%5D%2C%22abstractNote%22%3A%22Student%20evaluations%20of%20teaching%20and%20courses%20%28SETs%29%20are%20part%20of%20the%20fabric%20of%20tertiary%20education%20and%20quantitative%20ratings%20derived%20from%20SETs%20are%20highly%20valued%20by%20tertiary%20institutions.%20However%2C%20many%20staff%20do%20not%20engage%20meaningfully%20with%20SETs%2C%20especially%20if%20the%20process%20of%20analysing%20student%20feedback%20is%20cumbersome%20or%20time-consuming.%20To%20address%20this%20issue%2C%20we%20describe%20a%20proof-of-concept%20study%20to%20automate%20aspects%20of%20analysing%20student%20free%20text%20responses%20to%20questions.%20Using%20Quantext%20text%20analysis%20software%2C%20we%20summarise%20and%20categorise%20student%20free%20text%20responses%20to%20two%20questions%20posed%20as%20part%20of%20a%20larger%20research%20project%20which%20explored%20student%20perceptions%20of%20SETs.%20We%20compare%20human%20analysis%20of%20student%20responses%20with%20automated%20methods%20and%20identify%20some%20key%20reasons%20why%20students%20do%20not%20complete%20SETs.%20We%20conclude%20that%20the%20text%20analytic%20tools%20in%20Quantext%20have%20an%20important%20role%20in%20assisting%20teaching%20staff%20with%20the%20rigorous%20analysis%20and%20interpretation%20of%20SETs%20and%20that%20keeping%20teachers%20and%20students%20at%20the%20centre%20of%20the%20evaluation%20process%20is%20key.%22%2C%22date%22%3A%22January%202%2C%202020%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F02602938.2019.1614524%22%2C%22ISSN%22%3A%220260-2938%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F02602938.2019.1614524%22%2C%22collections%22%3A%5B%22MR3TWC47%22%5D%2C%22dateModified%22%3A%222020-02-13T17%3A03%3A32Z%22%7D%7D%2C%7B%22key%22%3A%22QLN9IKW3%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Hynninen%20et%20al.%22%2C%22parsedDate%22%3A%222019-05%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EHynninen%2C%20T.%2C%20Knutas%2C%20A.%2C%20Hujala%2C%20M.%2C%20%26amp%3B%20Arminen%2C%20H.%20%282019%29.%20Distinguishing%20the%20Themes%20Emerging%20from%20Masses%20of%20Open%20Student%20Feedback.%20In%20%3Ci%3E2019%2042nd%20International%20Convention%20on%20Information%20and%20Communication%20Technology%2C%20Electronics%20and%20Microelectronics%20%28MIPRO%29%3C%5C%2Fi%3E%20%28pp.%20557%26%23×2013%3B561%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.23919%5C%2FMIPRO.2019.8756781%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.23919%5C%2FMIPRO.2019.8756781%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Distinguishing%20the%20Themes%20Emerging%20from%20Masses%20of%20Open%20Student%20Feedback%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Timo%22%2C%22lastName%22%3A%22Hynninen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Antti%22%2C%22lastName%22%3A%22Knutas%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Maija%22%2C%22lastName%22%3A%22Hujala%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Heli%22%2C%22lastName%22%3A%22Arminen%22%7D%5D%2C%22abstractNote%22%3A%22Student%20feedback%20is%20one%20of%20the%20key%20methods%20for%20assessing%20the%20quality%20of%20teaching%20in%20higher%20education.%20Feedback%20is%20often%20collected%20using%20both%20Likert-type%20scales%20and%20open-ended%20questions.%20However%2C%20open-ended%20text%20answers%20are%20a%20difficult%20resource%20to%20utilize%20because%20of%20the%20manual%20work%20involved%20in%20qualitative%20analysis%2C%20and%20it%20is%20a%20challenge%20to%20gain%20insight%20of%20the%20underlying%20themes%20or%20issues%20behind%20the%20feedback.%20This%20paper%20presents%20a%20study%20in%20which%20we%20create%20and%20analyze%20topic%20models%20from%20open-ended%20student%20feedback.%20First%2C%206087%20individual%20student%20evaluations%20were%20collected%20from%20university%20courses%20between%20two%20academic%20years%2C%20from%202016%20to%202018.%20Then%2C%20topic%20models%20from%20the%20feedback%20texts%20were%20created%20using%20the%20Latent%20Dirichlet%20Allocation%20method%20with%20the%20R%20programming%20language%20and%20environment%20for%20statistical%20computing.%20After%20analyzing%20the%20resulting%20topic%20models%2C%20six%20categories%20of%20feedback%20were%20distinguished%3A%201%29%20Positive%20comments%20about%20arrangements%2C%202%29%20dissatisfaction%20in%20the%20teaching%2C%203%29%20comments%20about%20course%20arrangements%20and%20deadlines%2C%204%29%20lack%20of%20student%20motivation%2C%205%29%20interest%20in%20the%20topic%20and%20understanding%20the%20material%2C%20and%206%29%20comments%20about%20interesting%2C%20rewarding%20but%20challenging%20courses.%20Finally%2C%20this%20paper%20discusses%20the%20topic%20modelling%20results%20to%20provide%20an%20insight%20into%20the%20automatic%20analysis%20of%20student%20feedback.%22%2C%22date%22%3A%22May%202019%22%2C%22proceedingsTitle%22%3A%222019%2042nd%20International%20Convention%20on%20Information%20and%20Communication%20Technology%2C%20Electronics%20and%20Microelectronics%20%28MIPRO%29%22%2C%22conferenceName%22%3A%222019%2042nd%20International%20Convention%20on%20Information%20and%20Communication%20Technology%2C%20Electronics%20and%20Microelectronics%20%28MIPRO%29%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.23919%5C%2FMIPRO.2019.8756781%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22D39IPJ6E%22%5D%2C%22dateModified%22%3A%222020-02-13T15%3A46%3A15Z%22%7D%7D%2C%7B%22key%22%3A%22R6Q8R6PF%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Santhanam%20et%20al.%22%2C%22parsedDate%22%3A%222018-01-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESanthanam%2C%20E.%2C%20Lynch%2C%20B.%2C%20%26amp%3B%20Jones%2C%20J.%20%282018%29.%20Making%20sense%20of%20student%20feedback%20using%20text%20analysis%20%26%23×2013%3B%20adapting%20and%20expanding%20a%20common%20lexicon.%20%3Ci%3EQuality%20Assurance%20in%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E26%3C%5C%2Fi%3E%281%29%2C%2060%26%23×2013%3B69.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FQAE-11-2016-0062%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FQAE-11-2016-0062%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Making%20sense%20of%20student%20feedback%20using%20text%20analysis%20%5Cu2013%20adapting%20and%20expanding%20a%20common%20lexicon%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elizabeth%22%2C%22lastName%22%3A%22Santhanam%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bernardine%22%2C%22lastName%22%3A%22Lynch%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jeffrey%22%2C%22lastName%22%3A%22Jones%22%7D%5D%2C%22abstractNote%22%3A%22Purpose%20This%20paper%20aims%20to%20report%20the%20findings%20of%20a%20study%20into%20the%20automated%20text%20analysis%20of%20student%20feedback%20comments%20to%20assist%20in%20investigating%20a%20high%20volume%20of%20qualitative%20information%20at%20various%20levels%20in%20an%20Australian%20university.%20It%20includes%20the%20drawbacks%20and%20advantages%20of%20using%20selected%20applications%20and%20established%20lexicons.%20There%20has%20been%20an%20emphasis%20on%20the%20analysis%20of%20the%20statistical%20data%20collected%20using%20student%20surveys%20of%20learning%20and%20teaching%2C%20while%20the%20qualitative%20comments%20provided%20by%20students%20are%20often%20not%20systematically%20scrutinised.%20Student%20comments%20are%20important%2C%20as%20they%20provide%20a%20level%20of%20detail%20and%20insight%20that%20are%20imperative%20to%20quality%20assurance%20practices.%20Design%5C%2Fmethodology%5C%2Fapproach%20The%20paper%20outlines%20the%20process%20by%20which%20the%20institution%20researched%2C%20developed%20and%20implemented%20the%20automated%20analysis%20of%20student%20qualitative%20comments%20in%20surveys%20of%20units%20and%20teaching.%20Findings%20The%20findings%20indicated%20that%20there%20are%20great%20benefits%20in%20implementing%20this%20automated%20process%2C%20particularly%20in%20the%20analysis%20of%20evaluation%20data%20for%20units%20with%20large%20enrolments.%20The%20analysis%20improved%20efficiency%20in%20the%20interpretation%20of%20student%20comments.%20However%2C%20a%20degree%20of%20human%20intervention%20is%20still%20required%20in%20creating%20reports%20that%20are%20meaningful%20and%20relevant%20to%20the%20context.%20Originality%5C%2Fvalue%20This%20paper%20is%20unique%20in%20its%20examination%20of%20one%20institution%5Cu2019s%20journey%20in%20developing%20a%20process%20to%20support%20academics%20staff%20in%20interpreting%20and%20understanding%20student%20comments%20provided%20in%20surveys%20of%20units%20and%20teaching.%22%2C%22date%22%3A%222018-01-01%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1108%5C%2FQAE-11-2016-0062%22%2C%22ISSN%22%3A%220968-4883%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FQAE-11-2016-0062%22%2C%22collections%22%3A%5B%222R9LCVPT%22%5D%2C%22dateModified%22%3A%222020-02-13T15%3A43%3A23Z%22%7D%7D%2C%7B%22key%22%3A%22YHWVBEHJ%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Fan%20et%20al.%22%2C%22parsedDate%22%3A%222019-02-13%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EFan%2C%20Y.%2C%20Shepherd%2C%20L.%20J.%2C%20Slavich%2C%20E.%2C%20Waters%2C%20D.%2C%20Stone%2C%20M.%2C%20Abel%2C%20R.%2C%20%26amp%3B%20Johnston%2C%20E.%20L.%20%282019%29.%20Gender%20and%20cultural%20bias%20in%20student%20evaluations%3A%20Why%20representation%20matters.%20%3Ci%3EPLoS%20ONE%3C%5C%2Fi%3E%2C%20%3Ci%3E14%3C%5C%2Fi%3E%282%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1371%5C%2Fjournal.pone.0209749%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1371%5C%2Fjournal.pone.0209749%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Gender%20and%20cultural%20bias%20in%20student%20evaluations%3A%20Why%20representation%20matters%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Y.%22%2C%22lastName%22%3A%22Fan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22L.%20J.%22%2C%22lastName%22%3A%22Shepherd%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22E.%22%2C%22lastName%22%3A%22Slavich%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22D.%22%2C%22lastName%22%3A%22Waters%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22M.%22%2C%22lastName%22%3A%22Stone%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22R.%22%2C%22lastName%22%3A%22Abel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22E.%20L.%22%2C%22lastName%22%3A%22Johnston%22%7D%5D%2C%22abstractNote%22%3A%22Gendered%20and%20racial%20inequalities%20persist%20in%20even%20the%20most%20progressive%20of%20workplaces.%20There%20is%20increasing%20evidence%20to%20suggest%20that%20all%20aspects%20of%20employment%2C%20from%20hiring%20to%20performance%20evaluation%20to%20promotion%2C%20are%20affected%20by%20gender%20and%20cultural%20background.%20In%20higher%20education%2C%20bias%20in%20performance%20evaluation%20has%20been%20posited%20as%20one%20of%20the%20reasons%20why%20few%20women%20make%20it%20to%20the%20upper%20echelons%20of%20the%20academic%20hierarchy.%20With%20unprecedented%20access%20to%20institution-wide%20student%20survey%20data%20from%20a%20large%20public%20university%20in%20Australia%2C%20we%20investigated%20the%20role%20of%20conscious%20or%20unconscious%20bias%20in%20terms%20of%20gender%20and%20cultural%20background.%20We%20found%20potential%20bias%20against%20women%20and%20teachers%20with%20non-English%20speaking%20backgrounds.%20Our%20findings%20suggest%20that%20bias%20may%20decrease%20with%20better%20representation%20of%20minority%20groups%20in%20the%20university%20workforce.%20Our%20findings%20have%20implications%20for%20society%20beyond%20the%20academy%2C%20as%20over%2040%25%20of%20the%20Australian%20population%20now%20go%20to%20university%2C%20and%20graduates%20may%20carry%20these%20biases%20with%20them%20into%20the%20workforce.%22%2C%22date%22%3A%222019-2-13%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1371%5C%2Fjournal.pone.0209749%22%2C%22ISSN%22%3A%221932-6203%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fpmc%5C%2Farticles%5C%2FPMC6373838%5C%2F%22%2C%22collections%22%3A%5B%22XUG6BUGL%22%5D%2C%22dateModified%22%3A%222020-02-13T14%3A03%3A03Z%22%7D%7D%2C%7B%22key%22%3A%22ZQMFJRUC%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Cramer%20and%20Alexitch%22%2C%22parsedDate%22%3A%222000-08-31%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECramer%2C%20K.%20M.%2C%20%26amp%3B%20Alexitch%2C%20L.%20R.%20%282000%29.%20Student%20Evaluations%20of%20College%20Professors%3A%20Identifying%20Sources%20of%20Bias.%20%3Ci%3ECanadian%20Journal%20of%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E30%3C%5C%2Fi%3E%282%29%2C%20143%26%23×2013%3B164.%20Retrieved%20from%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fjournals.sfu.ca%5C%2Fcjhe%5C%2Findex.php%5C%2Fcjhe%5C%2Farticle%5C%2Fview%5C%2F183360%27%3Ehttp%3A%5C%2F%5C%2Fjournals.sfu.ca%5C%2Fcjhe%5C%2Findex.php%5C%2Fcjhe%5C%2Farticle%5C%2Fview%5C%2F183360%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Student%20Evaluations%20of%20College%20Professors%3A%20Identifying%20Sources%20of%20Bias%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kenneth%20M.%22%2C%22lastName%22%3A%22Cramer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Louise%20R.%22%2C%22lastName%22%3A%22Alexitch%22%7D%5D%2C%22abstractNote%22%3A%22Previous%20studies%20have%20found%20that%20students%27%20evaluations%20of%20their%20professors%27%20teaching%20ability%20may%20be%20affected%20by%20such%20factors%20as%20students%27%20expectations%20and%20gender%20stereotypes.%20The%20present%20study%20examined%20how%20students%27%20evaluation%20of%20faculty%20may%20be%20affected%20by%20student%27s%20gender%2C%20professor%27s%20gender%2C%20discipline%2C%20and%20a%20variety%20of%20demographic%20and%20social%20variables.%20Undergraduate%20students%20%28N%20%3D%20910%29%20evaluated%20one%20of%20their%20professors%20on%20sensitivity%20to%20students%27%20needs%2C%20quality%20of%20teaching%2C%20course%20structure%2C%20and%20treatment%20of%20designated%20group%20members%20%28e.g.%2C%20visible%20minorities%29.%20Results%20showed%20that%20female%20students%20rated%20their%20professor%20higher%20on%20sensitivity%20to%20students%27%20needs%20and%20treatment%20of%20designated%20groups%20than%20male%20students.%20Science%20students%20rated%20their%20professor%20lower%20on%20teaching%20quality%20and%20treatment%20of%20designated%20groups%20than%20either%20Social%20Science%20or%20Fine%20Arts%5C%2FHumanities%20students.%20In%20addition%2C%20students%27%20ratings%20correlated%20with%20how%20often%20a%20professor%20met%20with%20students%20outside%20of%20class%2C%20when%20the%20class%20was%20scheduled%2C%20and%20class%20size.%20The%20implications%20for%20using%20student%20evaluations%20to%20accurately%20assess%20professors%27%20teaching%20ability%20are%20discussed.%22%2C%22date%22%3A%222000%5C%2F08%5C%2F31%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%220316-1218%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sfu.ca%5C%2Fcjhe%5C%2Findex.php%5C%2Fcjhe%5C%2Farticle%5C%2Fview%5C%2F183360%22%2C%22collections%22%3A%5B%22XUG6BUGL%22%5D%2C%22dateModified%22%3A%222020-02-13T13%3A53%3A07Z%22%7D%7D%2C%7B%22key%22%3A%22S7DL5CP6%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Shah%20and%20Pabel%22%2C%22parsedDate%22%3A%222019-01-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EShah%2C%20M.%2C%20%26amp%3B%20Pabel%2C%20A.%20%282019%29.%20Making%20the%20student%20voice%20count%3A%20using%20qualitative%20student%20feedback%20to%20enhance%20the%20student%20experience.%20%3Ci%3EJournal%20of%20Applied%20Research%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3Eahead%3C%5C%2Fi%3E-%3Ci%3Eof%3C%5C%2Fi%3E-%3Ci%3Eprint%3C%5C%2Fi%3E%28ahead-of-print%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FJARHE-02-2019-0030%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FJARHE-02-2019-0030%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Making%20the%20student%20voice%20count%3A%20using%20qualitative%20student%20feedback%20to%20enhance%20the%20student%20experience%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mahsood%22%2C%22lastName%22%3A%22Shah%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anja%22%2C%22lastName%22%3A%22Pabel%22%7D%5D%2C%22abstractNote%22%3A%22Purpose%20The%20purpose%20of%20this%20paper%20is%20to%20outline%20how%20qualitative%20data%20can%20be%20used%20to%20gain%20insights%20into%20the%20experience%20of%20different%20cohorts%20of%20students%20including%20online%20and%20on-campus%20students.%20Design%5C%2Fmethodology%5C%2Fapproach%20Qualitative%20data%20from%20student%20surveys%20are%20used%20to%20analyse%20three%20years%20of%20data.%20The%20text%20analytics%20software%20Leximancer%20was%20used%20to%20analyse%20the%20qualitative%20student%20comments.%20Findings%20Comparing%20comments%20of%20on-campus%20and%20online%20students%2C%20the%20findings%20indicate%20that%20the%20students%20had%20different%20perceptions%20in%20regards%20to%20what%20they%20rated%20as%20best%20aspects%20of%20their%20course%20and%20what%20needed%20improvement.%20Originality%5C%2Fvalue%20The%20study%20is%20based%20on%20three%20years%20of%20qualitative%20comments%20collected%20in%20student%20surveys.%20The%20study%20is%20unique%2C%20given%20that%20previous%20studies%20have%20looked%20at%20qualitative%20comments%20in%20general%20rather%20than%20comparing%20the%20experience%20of%20online%20and%20on-campus%20students.%22%2C%22date%22%3A%222019-01-01%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1108%5C%2FJARHE-02-2019-0030%22%2C%22ISSN%22%3A%222050-7003%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1108%5C%2FJARHE-02-2019-0030%22%2C%22collections%22%3A%5B%22D39IPJ6E%22%5D%2C%22dateModified%22%3A%222020-02-13T13%3A19%3A25Z%22%7D%7D%2C%7B%22key%22%3A%22JQX4H9ZI%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Scott%20et%20al.%22%2C%22parsedDate%22%3A%222008%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EScott%2C%20G.%2C%20Grebennikov%2C%20L.%2C%20%26amp%3B%20Shah%2C%20M.%20%282008%29.%20Using%20qualitative%20data%20to%20prove%20and%20improve%20quality%20in%20Australian%20higher%20education.%20In%20%3Ci%3EProceedings%20of%20the%202008%20Australasian%20Higher%20Education%20Evaluation%20Forum%3C%5C%2Fi%3E%20%28pp.%2097%26%23×2013%3B111%29.%20Melbourne.%20Retrieved%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fweb.archive.org%5C%2Fweb%5C%2F20110415135034%5C%2Fhttp%3A%5C%2F%5C%2Fopq.monash.edu.au%5C%2Fmqu%5C%2Faheef2008%5C%2Fconferenceproceedings.pdf%27%3Ehttps%3A%5C%2F%5C%2Fweb.archive.org%5C%2Fweb%5C%2F20110415135034%5C%2Fhttp%3A%5C%2F%5C%2Fopq.monash.edu.au%5C%2Fmqu%5C%2Faheef2008%5C%2Fconferenceproceedings.pdf%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22conferencePaper%22%2C%22title%22%3A%22Using%20qualitative%20data%20to%20prove%20and%20improve%20quality%20in%20Australian%20higher%20education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Geoff%22%2C%22lastName%22%3A%22Scott%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Leonid%22%2C%22lastName%22%3A%22Grebennikov%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mahsood%22%2C%22lastName%22%3A%22Shah%22%7D%5D%2C%22abstractNote%22%3A%22Many%20performance%20indicators%20in%20Australian%20higher%20education%20are%20based%20on%20the%20quantitative%20data%20from%20student%20feedback%20surveys%2C%20while%20the%20qualitative%20data%20usually%20generated%20by%20these%20surveys%20receive%20relatively%20limited%20attention.%20This%20paper%20argues%20that%20these%20data%2C%20if%20collected%20and%20analysed%20in%20a%20systematic%20way%2C%20can%20be%20used%20as%20an%20effective%20and%20robust%20institutional%20performance%20indicator%20and%20can%20assist%20the%20process%20of%20quality%20improvement.%22%2C%22date%22%3A%222008%22%2C%22proceedingsTitle%22%3A%22Proceedings%20of%20the%202008%20Australasian%20Higher%20Education%20Evaluation%20Forum%22%2C%22conferenceName%22%3A%22Australasian%20Higher%20Education%20Evaluation%20Forum%20%28AHEEF%202008%29.%20Evidence%20Based%20Decision%20Making%3A%20Scholarship%20and%20Practice%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fweb.archive.org%5C%2Fweb%5C%2F20110415135034%5C%2Fhttp%3A%5C%2F%5C%2Fopq.monash.edu.au%5C%2Fmqu%5C%2Faheef2008%5C%2Fconferenceproceedings.pdf%22%2C%22collections%22%3A%5B%22H4U9KCV6%22%5D%2C%22dateModified%22%3A%222020-02-13T12%3A18%3A00Z%22%7D%7D%2C%7B%22key%22%3A%228VGKML3T%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Liu%20and%20Carless%22%2C%22parsedDate%22%3A%222006-07-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ELiu%2C%20N.-F.%2C%20%26amp%3B%20Carless%2C%20D.%20%282006%29.%20Peer%20feedback%3A%20the%20learning%20element%20of%20peer%20assessment.%20%3Ci%3ETeaching%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E11%3C%5C%2Fi%3E%283%29%2C%20279%26%23×2013%3B290.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F13562510600680582%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F13562510600680582%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Peer%20feedback%3A%20the%20learning%20element%20of%20peer%20assessment%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ngar-Fun%22%2C%22lastName%22%3A%22Liu%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%22%2C%22lastName%22%3A%22Carless%22%7D%5D%2C%22abstractNote%22%3A%22This%20paper%20focuses%20on%20peer%20feedback%20in%20relation%20to%20assessment%20processes.%20It%20examines%20the%20rationale%20for%20peer%20feedback%2C%20emphasizing%20its%20potential%20for%20enhanced%20student%20learning.%20We%20draw%20on%20relevant%20literature%20to%20argue%20that%20the%20dominance%20of%20peer%20assessment%20processes%20using%20grades%20can%20undermine%20the%20potential%20of%20peer%20feedback%20for%20improving%20student%20learning.%20The%20paper%20throws%20further%20light%20on%20the%20issue%20by%20drawing%20on%20a%20large-scale%20questionnaire%20survey%20of%20tertiary%20students%20%281740%29%20and%20academics%20%28460%29%20in%20Hong%20Kong%2C%20supplemented%20by%20interview%20data.%20The%20findings%20indicate%20that%20a%20significant%20number%20of%20academics%20and%20students%20resist%20peer%20assessment%20using%20grades%20and%20that%20the%20majority%20report%20that%20students%20never%20or%20rarely%20grade%20each%20other%20in%20assessment%20activities.%20This%20paper%20explores%20why%20there%20is%20resistance%2C%20in%20particular%2C%20by%20academics%20to%20peer%20assessment%20and%20argues%20the%20case%20for%20a%20peer%20feedback%20process%20as%20an%20end%20in%20itself%20or%20as%20a%20precursor%20to%20peer%20assessment%20involving%20the%20awarding%20of%20marks.%20It%20also%20recommends%20some%20strategies%20for%20promoting%20peer%20feedback%2C%20through%20engaging%20students%20with%20criteria%20and%20for%20embedding%20peer%20involvement%20within%20normal%20course%20processes.%22%2C%22date%22%3A%22July%201%2C%202006%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F13562510600680582%22%2C%22ISSN%22%3A%221356-2517%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F13562510600680582%22%2C%22collections%22%3A%5B%22HFEB9DUC%22%5D%2C%22dateModified%22%3A%222020-02-11T14%3A49%3A32Z%22%7D%7D%2C%7B%22key%22%3A%226W7F5R3J%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Winstone%20and%20Carless%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EWinstone%2C%20D.%20N.%2C%20%26amp%3B%20Carless%2C%20D.%20%28n.d.%29.%20Designing%20Effective%20Feedback%20Processes%20in%20Higher%20Education%3A%20A%20Learning-Focused%20Approach%2C%201st%20Edition%20%28Paperback%29%20-%20Routledge%20%5BText%5D.%20Retrieved%20February%2011%2C%202020%2C%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.routledge.com%5C%2FDesigning-Effective-Feedback-Processes-in-Higher-Education-A-Learning-Focused%5C%2FWinstone-Carless%5C%2Fp%5C%2Fbook%5C%2F9780815361633%27%3Ehttps%3A%5C%2F%5C%2Fwww.routledge.com%5C%2FDesigning-Effective-Feedback-Processes-in-Higher-Education-A-Learning-Focused%5C%2FWinstone-Carless%5C%2Fp%5C%2Fbook%5C%2F9780815361633%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22Designing%20Effective%20Feedback%20Processes%20in%20Higher%20Education%3A%20A%20Learning-Focused%20Approach%2C%201st%20Edition%20%28Paperback%29%20-%20Routledge%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Dr%20Naomi%22%2C%22lastName%22%3A%22Winstone%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%22%2C%22lastName%22%3A%22Carless%22%7D%5D%2C%22abstractNote%22%3A%22Feedback%20is%20one%20of%20the%20most%20powerful%20influences%20on%20student%20achievement%2C%20yet%20it%20is%20difficult%20to%20implement%20productively%20within%20the%20constraints%20of%20a%20mass%20higher%20education%20system.%20Designing%20Effective%20Feedback%20Processes%20in%20Higher%20Education%3A%20A%5Cu2026%22%2C%22date%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.routledge.com%5C%2FDesigning-Effective-Feedback-Processes-in-Higher-Education-A-Learning-Focused%5C%2FWinstone-Carless%5C%2Fp%5C%2Fbook%5C%2F9780815361633%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%2262JPVYGL%22%5D%2C%22dateModified%22%3A%222020-02-11T14%3A47%3A24Z%22%7D%7D%2C%7B%22key%22%3A%226A2JDRZ4%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Winstone%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EWinstone%2C%20D.%20N.%20%28n.d.%29.%20How%20are%20cultures%20of%20feedback%20practice%20shaped%20by%20accountability%20and%20quality%20assurance%20agendas%3F%2C%2034.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22How%20are%20cultures%20of%20feedback%20practice%20shaped%20by%20accountability%20and%20quality%20assurance%20agendas%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Dr%20Naomi%22%2C%22lastName%22%3A%22Winstone%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%2262JPVYGL%22%5D%2C%22dateModified%22%3A%222020-02-11T14%3A43%3A56Z%22%7D%7D%2C%7B%22key%22%3A%22QITUDD9K%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nicol%20and%20Macfarlane%5Cu2010Dick%22%2C%22parsedDate%22%3A%222006-04-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ENicol%2C%20D.%20J.%2C%20%26amp%3B%20Macfarlane%26%23×2010%3BDick%2C%20D.%20%282006%29.%20Formative%20assessment%20and%20self%26%23×2010%3Bregulated%20learning%3A%20a%20model%20and%20seven%20principles%20of%20good%20feedback%20practice.%20%3Ci%3EStudies%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E31%3C%5C%2Fi%3E%282%29%2C%20199%26%23×2013%3B218.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F03075070600572090%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F03075070600572090%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Formative%20assessment%20and%20self%5Cu2010regulated%20learning%3A%20a%20model%20and%20seven%20principles%20of%20good%20feedback%20practice%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%20J.%22%2C%22lastName%22%3A%22Nicol%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Debra%22%2C%22lastName%22%3A%22Macfarlane%5Cu2010Dick%22%7D%5D%2C%22abstractNote%22%3A%22The%20research%20on%20formative%20assessment%20and%20feedback%20is%20reinterpreted%20to%20show%20how%20these%20processes%20can%20help%20students%20take%20control%20of%20their%20own%20learning%2C%20i.e.%20become%20self%5Cu2010regulated%20learners.%20This%20reformulation%20is%20used%20to%20identify%20seven%20principles%20of%20good%20feedback%20practice%20that%20support%20self%5Cu2010regulation.%20A%20key%20argument%20is%20that%20students%20are%20already%20assessing%20their%20own%20work%20and%20generating%20their%20own%20feedback%2C%20and%20that%20higher%20education%20should%20build%20on%20this%20ability.%20The%20research%20underpinning%20each%20feedback%20principle%20is%20presented%2C%20and%20some%20examples%20of%20easy%5Cu2010to%5Cu2010implement%20feedback%20strategies%20are%20briefly%20described.%20This%20shift%20in%20focus%2C%20whereby%20students%20are%20seen%20as%20having%20a%20proactive%20rather%20than%20a%20reactive%20role%20in%20generating%20and%20using%20feedback%2C%20has%20profound%20implications%20for%20the%20way%20in%20which%20teachers%20organise%20assessments%20and%20support%20learning.%22%2C%22date%22%3A%22April%201%2C%202006%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F03075070600572090%22%2C%22ISSN%22%3A%220307-5079%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F03075070600572090%22%2C%22collections%22%3A%5B%2262JPVYGL%22%5D%2C%22dateModified%22%3A%222020-02-11T14%3A40%3A53Z%22%7D%7D%2C%7B%22key%22%3A%22JLT4FS9I%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Carless%22%2C%22parsedDate%22%3A%222006-04-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECarless%2C%20D.%20%282006%29.%20Differing%20perceptions%20in%20the%20feedback%20process.%20%3Ci%3EStudies%20in%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E31%3C%5C%2Fi%3E%282%29%2C%20219%26%23×2013%3B233.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F03075070600572132%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F03075070600572132%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Differing%20perceptions%20in%20the%20feedback%20process%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%22%2C%22lastName%22%3A%22Carless%22%7D%5D%2C%22abstractNote%22%3A%22Feedback%20is%20central%20to%20the%20development%20of%20effective%20learning%2C%20yet%20is%20comparatively%20underresearched.%20This%20article%20seeks%20to%20examine%20the%20notion%20of%20written%20feedback%20on%20assignments%20and%20argue%20that%20this%20feedback%20process%20is%20more%20complex%20than%20is%20sometimes%20acknowledged.%20The%20author%20illustrates%20the%20problematic%20nature%20of%20assignment%20feedback%20by%20drawing%20on%20a%20large%5Cu2010scale%20questionnaire%20survey%20conducted%20across%20eight%20universities%2C%20and%20then%20analysing%20the%20issue%20in%20more%20depth%20though%20fine%5Cu2010grained%20data%20collected%20from%20students%20in%20a%20teacher%20education%20institute.%20The%20article%20is%20framed%20by%20the%20concepts%20of%20discourse%2C%20power%20and%20emotion.%20It%20highlights%20a%20number%20of%20different%20perceptions%20of%20students%20and%20tutors%20towards%20the%20assessment%2C%20marking%20and%20feedback%20process.%20The%20author%20concludes%20by%20arguing%20that%20%5Cu2018assessment%20dialogues%5Cu2019%20are%20a%20way%20forward%20to%20mitigate%20some%20of%20the%20mistrust%20or%20misconceptions%20that%20may%20be%20unwanted%20outcomes%20of%20the%20assessment%20process.%22%2C%22date%22%3A%22April%201%2C%202006%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F03075070600572132%22%2C%22ISSN%22%3A%220307-5079%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F03075070600572132%22%2C%22collections%22%3A%5B%2262JPVYGL%22%5D%2C%22dateModified%22%3A%222020-02-11T14%3A38%3A43Z%22%7D%7D%2C%7B%22key%22%3A%22TJB8YEIS%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22parsedDate%22%3A%222019-12-21%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ETertiary%20education%20fees%20in%20Australia.%20%282019%29.%20In%20%3Ci%3EWikipedia%3C%5C%2Fi%3E.%20Retrieved%20from%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fen.wikipedia.org%5C%2Fw%5C%2Findex.php%3Ftitle%3DTertiary_education_fees_in_Australia%26oldid%3D931804483%27%3Ehttps%3A%5C%2F%5C%2Fen.wikipedia.org%5C%2Fw%5C%2Findex.php%3Ftitle%3DTertiary_education_fees_in_Australia%26oldid%3D931804483%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22encyclopediaArticle%22%2C%22title%22%3A%22Tertiary%20education%20fees%20in%20Australia%22%2C%22creators%22%3A%5B%5D%2C%22abstractNote%22%3A%22Tertiary%20education%20fees%20in%20Australia%20are%20payable%20for%20courses%20at%20tertiary%20education%20institutions.%20The%20central%20government%2C%20also%20known%20as%20the%20Commonwealth%20government%2C%20provides%20loans%20and%20subsidies%20to%20relieve%20the%20cost%20of%20tertiary%20education%20for%20some%20students.%20Some%20students%20are%20supported%20by%20the%20government%20and%20are%20required%20to%20pay%20only%20part%20of%20the%20cost%20of%20tuition%2C%20called%20the%20%5C%22student%20contribution%5C%22%2C%20and%20the%20government%20pays%20the%20balance.%20Some%20government%20supported%20students%20can%20defer%20payment%20of%20their%20contribution%20as%20a%20HECS-HELP%20loan.%20Other%20domestic%20students%20are%20full%20fee-paying%20%28non-Commonwealth%20supported%29%20and%20do%20not%20receive%20direct%20government%20contribution%20to%20the%20cost%20of%20their%20education.%20Some%20domestic%20students%20in%20full%20fee%20courses%20can%20obtain%20a%20FEE-HELP%20loan%20from%20the%20Australian%20government%20up%20to%20a%20lifetime%20limit%20of%20%24150%2C000%20for%20medicine%2C%20dentistry%20and%20veterinary%20science%20programs%20and%20%24104%2C440%20for%20all%20other%20programs.Australian%20citizens%20%28and%20in%20some%20cases%20overseas%20professionals%20completing%20bridging%20studies%20in%20order%20to%20be%20accredited%20permanent%20residents%29%20are%20able%20to%20obtain%20loans%20from%20the%20government%20under%20the%20Higher%20Education%20Loan%20Programme%20%28HELP%29%20which%20replaced%20the%20Higher%20Education%20Contribution%20Scheme%20%28HECS%29.%20As%20of%20April%202016%2C%20the%20amount%20of%20money%20owed%20to%20the%20Australian%20government%20under%20the%20HECS%20scheme%20was%20AUD%2460%20billion%20and%20is%20expected%20to%20increase%20to%20%24180%20billion%20by%202026.HELP%20is%20jointly%20administered%20by%20the%20Australian%20Department%20of%20Education%20and%20Training%20and%20the%20Australian%20Taxation%20Office%20%28ATO%29.%20In%20addition%2C%20qualified%20students%20may%20be%20entitled%20to%20Youth%20Allowance%20or%20Austudy%20Payment%20to%20assist%20them%20financially%20while%20they%20are%20studying.%20These%20support%20payments%20are%20means%20and%20assets%20tested.%20Further%20assistance%20is%20available%20in%20the%20form%20of%20scholarships.%20Overseas%20students%20are%20charged%20fees%20for%20the%20full%20cost%20of%20their%20education%20and%20are%20ineligible%20for%20HELP%20loans%2C%20but%20may%20apply%20for%20international%20scholarships.%22%2C%22encyclopediaTitle%22%3A%22Wikipedia%22%2C%22date%22%3A%222019-12-21T09%3A54%3A02Z%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fen.wikipedia.org%5C%2Fw%5C%2Findex.php%3Ftitle%3DTertiary_education_fees_in_Australia%26oldid%3D931804483%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%22WM4ZJRGR%22%5D%2C%22dateModified%22%3A%222020-02-10T17%3A10%3A29Z%22%7D%7D%2C%7B%22key%22%3A%22WI45YU23%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Wellings%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EWellings%2C%20P.%2C%20Black%2C%20R.%2C%20Craven%2C%20G.%2C%20Freshwater%2C%20D.%2C%20Harding%2C%20S.%2C%20Australia%2C%20%26amp%3B%20Department%20of%20Education.%20%282019%29.%20%3Ci%3EPerformance-based%20funding%20for%20the%20Commonwealth%20Grants%20Scheme.%3C%5C%2Fi%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Performance-based%20funding%20for%20the%20Commonwealth%20Grants%20Scheme.%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Paul%22%2C%22lastName%22%3A%22Wellings%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Rufus%22%2C%22lastName%22%3A%22Black%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Greg%22%2C%22lastName%22%3A%22Craven%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Dawn%22%2C%22lastName%22%3A%22Freshwater%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sandra%22%2C%22lastName%22%3A%22Harding%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22Australia%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22Department%20of%20Education%22%7D%5D%2C%22abstractNote%22%3A%22Australian%20higher%20education%20is%20a%20strong%20world-class%20sector.%20The%20performance-based%20funding%20scheme%20contributes%20to%20the%20evolution%20of%20the%20whole%20higher%20education%20funding%20system%20by%20balancing%20certainty%20with%20greater%20responsiveness%20to%20public%20funding%20system%20priorities%20on%20teaching%20and%20learning%2C%20while%20respecting%20sector%20differences.%20Performance%20measures%20can%20be%20complex%20and%20challenging.%20An%20analysis%20of%20the%20performance%20funding%20models%20across%20a%20number%20of%20countries%20further%20indicates%20that%20there%20is%20no%20%27ideal%27%20model%2C%20with%20each%20model%20showing%20strengths%2C%20weaknesses%20and%20policy%20trade-offs.%20Acknowledging%20the%20complexity%20of%20this%20task%2C%20the%20Panel%20sees%20the%20merit%20of%20implementing%20the%20scheme%20in%202020%20with%20a%20simple%20and%20resilient%20model%20that%20is%20predictable%20with%20low%20administrative%20complexity.%20This%20will%20allow%20adjustment%20to%20shifting%20national%20priorities%20and%20the%20changing%20higher%20education%20landscape%20over%20time.%20While%20stakeholders%27%20views%20on%20the%20design%20and%20implementation%20of%20the%20scheme%20are%20varied%2C%20importantly%2C%20we%20have%20a%20broad%20consensus%20on%20a%20contextually%20responsive%20scheme%20that%20recognises%20sector%20differentiation.%20The%20contextualisation%20of%20design%20elements%20would%20mitigate%20the%20potential%20perverse%20outcome%20of%20driving%20sector%20convergence.%20Recommendations%3A%20Recommendation%201.%20The%20performance-based%20funding%20scheme%20should%20be%20designed%20to%3A%20create%20more%20accountability%20for%20the%20spending%20of%20public%20money%20on%20specific%20national%20higher%20education%20priorities%3B%20promote%20and%20develop%20sound%20performance%20assessment%20of%20teaching%20and%20learning%20at%20universities%3B%20and%20create%20financial%20incentives%20to%20improve%20specific%20areas%20of%20university%20performance.%20Recommendation%202.%20The%20performance-based%20funding%20scheme%20should%20be%20fit%20for%20purpose%2C%20fair%2C%20robust%2C%20and%20feasible.%20The%20model%20should%20be%20simple%20and%20be%20reviewed%20periodically%20and%20refined%20to%20ensure%20that%20it%20continues%20to%20meet%20its%20design%20objectives.%20Recommendation%203.%20The%20performance-based%20funding%20scheme%20should%20use%20a%20standard%20national%20population%20growth%20rate%20for%20all%20universities.%20Recommendation%204.%20The%20performance-based%20funding%20scheme%20should%20adopt%20a%20%27cumulative%20limited%27%20approach%20from%202021%2C%20whereby%20the%20amount%20of%20performance-based%20funding%20for%20which%20a%20university%20is%20eligible%20would%20accumulate%20over%20time%20until%20it%20reaches%207.5%20per%20cent.%20Recommendation%205.%20Unallocated%20funding%20%28which%20should%20be%20retained%20in%20the%20higher%20education%20sector%29%20should%20be%20provided%20to%20universities%20under%20conditions%20negotiated%20between%20the%20Department%20of%20Education%20and%20the%20university.%20Recommendation%206.%20The%20performance-based%20funding%20scheme%20should%20be%20contextually%20responsive%20and%20simple.%20This%20will%20mitigate%20potential%20risks%20of%20driving%20sector%20convergence%20and%20an%20overcomplicated%20system.%20Recommendation%207.%20The%20performance%20measures%20should%20be%20core%20only%20and%20set%20by%20the%20Government.%20Recommendation%208.%20Universities%20should%20have%20an%20option%20to%20provide%20a%20brief%20qualitative%20submission%2C%20noting%20that%20the%20submission%20should%20focus%20on%20those%20measures%20where%20incremental%20improvement%20could%20drive%20the%20overall%20performance%20of%20the%20university.%20Recommendation%209.%20Student%20experience%20should%20be%20a%20performance%20measure%2C%20as%20measured%20by%20student%20satisfaction%20with%20teaching%20quality%20for%20domestic%20bachelor%20students.%20Recommendation%2010.%20Graduate%20outcomes%20should%20be%20a%20performance%20measure%2C%20as%20measured%20by%20overall%20graduate%20employment%20rates%20for%20domestic%20bachelor%20students.%20%5BExecutive%20summary%2C%20ed%5D%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-1-76051-764-9%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%22WM4ZJRGR%22%5D%2C%22dateModified%22%3A%222020-02-10T17%3A09%3A26Z%22%7D%7D%2C%7B%22key%22%3A%2247Y3SHT6%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Zhao%20et%20al.%22%2C%22parsedDate%22%3A%222005%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EZhao%2C%20Y.%2C%20Lei%2C%20J.%2C%20Yan%2C%20B.%2C%20Lai%2C%20C.%2C%20%26amp%3B%20Tan%2C%20H.%20S.%20%282005%29.%20What%20Makes%20the%20Difference%3F%20A%20Practical%20Analysis%20of%20Research%20on%20the%20Effectiveness%20of%20Distance%20Education.%20%3Ci%3ETeachers%20College%20Record%3C%5C%2Fi%3E%2C%20%3Ci%3E107%3C%5C%2Fi%3E%288%29%2C%201836%26%23×2013%3B1884.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1111%5C%2Fj.1467-9620.2005.00544.x%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1111%5C%2Fj.1467-9620.2005.00544.x%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22What%20Makes%20the%20Difference%3F%20A%20Practical%20Analysis%20of%20Research%20on%20the%20Effectiveness%20of%20Distance%20Education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Yong%22%2C%22lastName%22%3A%22Zhao%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jing%22%2C%22lastName%22%3A%22Lei%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bo%22%2C%22lastName%22%3A%22Yan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Chun%22%2C%22lastName%22%3A%22Lai%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Hueyshan%20Sophia%22%2C%22lastName%22%3A%22Tan%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%2208%5C%2F2005%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1111%5C%2Fj.1467-9620.2005.00544.x%22%2C%22ISSN%22%3A%220161-4681%2C%201467-9620%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.tcrecord.org%5C%2F%22%2C%22collections%22%3A%5B%22NJVVNQ3B%22%5D%2C%22dateModified%22%3A%222020-02-10T16%3A46%3A17Z%22%7D%7D%2C%7B%22key%22%3A%22PIHYE5A7%22%2C%22library%22%3A%7B%22id%22%3A70228%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Mayer%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%202em%3B%20text-indent%3A-2em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMayer%2C%20R.%20E.%20%282019%29.%20Thirty%20years%20of%20research%20on%20online%20learning.%20%3Ci%3EApplied%20Cognitive%20Psychology%3C%5C%2Fi%3E%2C%20%3Ci%3E33%3C%5C%2Fi%3E%282%29%2C%20152%26%23×2013%3B159.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1002%5C%2Facp.3482%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1002%5C%2Facp.3482%3C%5C%2Fa%3E%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Thirty%20years%20of%20research%20on%20online%20learning%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Richard%20E.%22%2C%22lastName%22%3A%22Mayer%22%7D%5D%2C%22abstractNote%22%3A%22This%20paper%20presents%20a%20personal%20account%20of%20developments%20in%20research%20on%20online%20learning%20over%20the%20past%2030%20years.%20Research%20on%20how%20to%20design%20online%20instruction%20represents%20an%20example%20of%20applying%20the%20science%20of%20learning%20to%20education.%20It%20contributes%20to%20the%20science%20of%20learning%20%28as%20exemplified%20by%20developments%20in%20cognitive%20load%20theory%2C%20the%20cognitive%20theory%20of%20multimedia%20learning%2C%20and%20incorporating%20metacognitive%2C%20motivational%2C%20and%20affective%20aspects%20of%20learning%29%2C%20the%20science%20of%20instruction%20%28as%20exemplified%20by%20the%20continuing%20development%20of%20research-based%20principles%20of%20instructional%20design%29%2C%20and%20the%20science%20of%20assessment%20%28as%20exemplified%20by%20supplementing%20self-report%20surveys%20and%20retention%20tests%20with%20multilevel%20transfer%20tests%2C%20log%20file%20data%20during%20learning%2C%20and%20cognitive%20neuroscience%20measures%20of%20cognitive%20processing%20during%20learning%29.%20Some%20recurring%20themes%20are%20that%20learning%20is%20caused%20by%20instructional%20methods%20rather%20than%20instructional%20media%2C%20so%20research%20should%20focus%20on%20features%20that%20are%20uniquely%20afforded%20by%20digital%20learning%20environments%3B%20instructional%20practice%20should%20be%20grounded%20in%20rigorous%20and%20systematic%20research%2C%20including%20value-added%20experiments%20aimed%20at%20pinpointing%20the%20active%20ingredients%20in%20online%20instruction%3B%20research%20in%20online%20learning%20should%20identify%20boundary%20conditions%20under%20which%20instructional%20techniques%20are%20most%20effective%3B%20and%20research%20in%20online%20learning%20should%20test%20and%20contribute%20to%20learning%20theory.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1002%5C%2Facp.3482%22%2C%22ISSN%22%3A%221099-0720%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fonlinelibrary.wiley.com%5C%2Fdoi%5C%2Fabs%5C%2F10.1002%5C%2Facp.3482%22%2C%22collections%22%3A%5B%22NJVVNQ3B%22%5D%2C%22dateModified%22%3A%222020-02-10T16%3A44%3A05Z%22%7D%7D%5D%7D
LSE. (2011, June 20). Your essential ‘how-to’ guide to writing good abstracts. Retrieved March 9, 2016, from
http://blogs.lse.ac.uk/impactofsocialsciences/2011/06/20/essential-guide-writing-good-abstracts/
Polanco, & Malioutov. (n.d.). Is Artificial Intelligence Permanently Inscrutable? – Issue 40: Learning. Retrieved September 22, 2016, from
http://nautil.us/issue/40/learning/is-artificial-intelligence-permanently-inscrutable
Richardson, J. T. E. (2012). The attainment of White and ethnic minority students in distance education.
Assessment & Evaluation in Higher Education ,
37 (4), 393–408.
https://doi.org/10.1080/02602938.2010.534767
Richardson, J. T. E. (2015). The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know.
Journal of Further and Higher Education ,
39 (2), 278–291.
https://doi.org/10.1080/0309877X.2013.858680
Li, N., Marsh, V., Rienties, B., & Whitelock, D. (2017). Online learning experiences of new versus continuing learners: a large-scale replication study.
Assessment & Evaluation in Higher Education ,
42 (4), 657–672.
https://doi.org/10.1080/02602938.2016.1176989
ECTEL 2020: Review Criteria. (n.d.). Retrieved April 13, 2020, from
http://www.ec-tel.eu/index.php?id=971
Carpenter, D., Iphofen, R., Oates, J., Rawnsley, A., & Whitman, B. (2020). Research Ethics Support and Review in Research Organisations . UKRIO and ARMA. https://doi.org/10.37672/UKRIO-2020.01-ARMA
Alrashidi, H., Ullmann, T. D., Ghounaim, S., & Joy, M. (2020). A Framework for Assessing Reflective Writing Produced Within the Context of Computer Science Education. In Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20 . Frankfurt, Germany.
Paquette, L., Andres, A., Ocumpaugh, J., Baker, R., & Li, Z. (to appear). Who’s learning? Using demographics in EDM research. Journal of Educational Data Mining , 29.
Ullmann, T. D. (2019, November).
Big data analysis of SEaM comments – What are FASS students saying about employability? Presented at the FASSTEST Employability Day, The Open University, Milton Keynes. Retrieved from
http://www.open.ac.uk/blogs/FASSTEST/index.php/employability-event/
Vaesen, K., & Katzav, J. (2017). How much would each researcher receive if competitive government research funding were distributed equally among researchers?
PLOS ONE ,
12 (9), e0183967.
https://doi.org/10.1371/journal.pone.0183967
How to review Elsevier. (n.d.). Retrieved March 23, 2020, from
https://www.elsevier.com/reviewers/how-to-review
Ullmann, T. D. (2020).
Propensity score analysis of the L161 peer assessment activity (QEI report). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/IET_QEI_Report_20_2_Peer_assessment_v1.pdf
Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates.
Computers in Human Behavior ,
76 , 703–714.
https://doi.org/10.1016/j.chb.2017.03.028
Xu, X., Murray, T., & Woolf, B. P. (n.d.). Text Analysis of Deliberative Skills in Undergraduate Online Dialogue: Using L1 Regularized Logistic Regression with Psycholinguistic Features, 7.
Zehner, F., Kroehne, U., Hahnel, C., & Goldhammer, F. (n.d.). PISA reading: Mode effects unveiled in short text responses, 21.
O’Brien, J. (2020). 2020 EDUCAUSE Horizon Report | Teaching and Learning Edition, 58.
Kubiak, C., & Ullmann, T. D. (2020).
Student support advisors: context, practice and impact (QEI report). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
https://openuniv.sharepoint.com/sites/units/lds/scholarship-exchange/documents/IET_QEI_Report_20_1_Student_support_advisors_v1.pdf
Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2017).
DW – Data wrangler’s key metric report for WELS (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2017).
DW – Data wrangler’s key metric report for STEM (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2017).
DW – Data wrangler’s key metric report for FBL (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2017).
DW – Data wrangler’s key metric report for FASS (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
Ullmann, T. D., Marsh, V., Slee, A., Cross, S., & Rienties, B. (2016).
DW – Data wrangler’s key metric report for FASS (Key Metric reports). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
http://article.iet.open.ac.uk/D/Data%20Wranglers/Key%20Metrics%20Report%20Autumn%202016/
Ullmann, T. D. (2017).
Group tuition policy – Analysis of SEaM open-ended questions (Report to the Group Tuition Policy evaluation working group). Milton Keynes: Institute of Educational Technology, The Open University. Retrieved from
https://intranet9.open.ac.uk/collaboration/Scholarship-Exchange/Wiki/Document.aspx?DocumentID=2174
COPE: Promoting integrity in scholarly research and its publication | Committee on Publication Ethics: COPE. (n.d.). Retrieved March 2, 2020, from
https://publicationethics.org/
PRISMA. (n.d.). Retrieved February 27, 2020, from
http://www.prisma-statement.org/
Consort – Welcome to the CONSORT Website. (n.d.). Retrieved February 27, 2020, from
http://www.consort-statement.org/
Cui, Y., Wise, A. F., & Allen, K. L. (2019). Developing reflection analytics for health professions education: A multi-dimensional framework to align critical concepts with data features.
Computers in Human Behavior ,
100 , 305–324.
https://doi.org/10.1016/j.chb.2019.02.019
Silla, C. N., & Freitas, A. A. (2011). A survey of hierarchical classification across different application domains.
Data Mining and Knowledge Discovery ,
22 (1), 31–72.
https://doi.org/10.1007/s10618-010-0175-9
Vygotsky, L. S. (1978). Interaction between Learning and Development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in Society: The Development of Higher Psychological Processes (pp. 79–91). Harvard University Press.
Macfarlane, B. (2012). The higher education research archipelago.
Higher Education Research & Development ,
31 (1), 129–131.
https://doi.org/10.1080/07294360.2012.642846
Boring, A., Ottoboni, K., & Stark, P. (2016). Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness.
ScienceOpen Research .
https://doi.org/10.14293/S2199-1006.1.SOR-EDU.AETBZC.v1
McDonald, J., Moskal, A. C. M., Goodchild, A., Stein, S., & Terry, S. (2020). Advancing text-analysis to tap into the student voice: a proof-of-concept study.
Assessment & Evaluation in Higher Education ,
45 (1), 154–164.
https://doi.org/10.1080/02602938.2019.1614524
Hynninen, T., Knutas, A., Hujala, M., & Arminen, H. (2019). Distinguishing the Themes Emerging from Masses of Open Student Feedback. In
2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 557–561).
https://doi.org/10.23919/MIPRO.2019.8756781
Santhanam, E., Lynch, B., & Jones, J. (2018). Making sense of student feedback using text analysis – adapting and expanding a common lexicon.
Quality Assurance in Education ,
26 (1), 60–69.
https://doi.org/10.1108/QAE-11-2016-0062
Fan, Y., Shepherd, L. J., Slavich, E., Waters, D., Stone, M., Abel, R., & Johnston, E. L. (2019). Gender and cultural bias in student evaluations: Why representation matters.
PLoS ONE ,
14 (2).
https://doi.org/10.1371/journal.pone.0209749
Cramer, K. M., & Alexitch, L. R. (2000). Student Evaluations of College Professors: Identifying Sources of Bias.
Canadian Journal of Higher Education ,
30 (2), 143–164. Retrieved from
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/183360
Shah, M., & Pabel, A. (2019). Making the student voice count: using qualitative student feedback to enhance the student experience.
Journal of Applied Research in Higher Education ,
ahead –
of –
print (ahead-of-print).
https://doi.org/10.1108/JARHE-02-2019-0030
Scott, G., Grebennikov, L., & Shah, M. (2008). Using qualitative data to prove and improve quality in Australian higher education. In
Proceedings of the 2008 Australasian Higher Education Evaluation Forum (pp. 97–111). Melbourne. Retrieved from
https://web.archive.org/web/20110415135034/http://opq.monash.edu.au/mqu/aheef2008/conferenceproceedings.pdf
Liu, N.-F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment.
Teaching in Higher Education ,
11 (3), 279–290.
https://doi.org/10.1080/13562510600680582
Winstone, D. N., & Carless, D. (n.d.). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach, 1st Edition (Paperback) – Routledge [Text]. Retrieved February 11, 2020, from
https://www.routledge.com/Designing-Effective-Feedback-Processes-in-Higher-Education-A-Learning-Focused/Winstone-Carless/p/book/9780815361633
Winstone, D. N. (n.d.). How are cultures of feedback practice shaped by accountability and quality assurance agendas?, 34.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice.
Studies in Higher Education ,
31 (2), 199–218.
https://doi.org/10.1080/03075070600572090
Carless, D. (2006). Differing perceptions in the feedback process.
Studies in Higher Education ,
31 (2), 219–233.
https://doi.org/10.1080/03075070600572132
Wellings, P., Black, R., Craven, G., Freshwater, D., Harding, S., Australia, & Department of Education. (2019). Performance-based funding for the Commonwealth Grants Scheme.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What Makes the Difference? A Practical Analysis of Research on the Effectiveness of Distance Education.
Teachers College Record ,
107 (8), 1836–1884.
https://doi.org/10.1111/j.1467-9620.2005.00544.x
Mayer, R. E. (2019). Thirty years of research on online learning.
Applied Cognitive Psychology ,
33 (2), 152–159.
https://doi.org/10.1002/acp.3482