Learning to Identify Students’ Relevant and IrrelevantQuestions in a Micro-blogging Supported Classroom
AbstractThis paper proposes a novel application of text categorization for two types questions asked in a micro-blogging supported classroom, namely relevant and irrelevant questions. Empirical results and analysis show that utilizing the correlation between questions and available lecture materials in a lecture along with personalization and question text leads to significantly higher categorization accuracy than i) using personalization along with question text and ii) using question text alone.
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Bibliographic InfoPaper provided by Purdue University, Department of Consumer Sciences in its series Working Papers with number 1009.
Length: 4 pages
Date of creation: Feb 2011
Date of revision:
Publication status: Published in Lecture Notes in Computer Science, v.6095/2010
student in-class interaction; micro-blogging; hotseat;
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- D82 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Asymmetric and Private Information; Mechanism Design
- O16 - Economic Development, Technological Change, and Growth - - Economic Development - - - Financial Markets; Saving and Capital Investment; Corporate Finance and Governance
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-04-30 (All new papers)
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