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Learning to Identify Students’ Relevant and IrrelevantQuestions in a Micro-blogging Supported Classroom

Author

Listed:
  • Suleyman Cetintas

    () (Purdue University)

  • Luo Si

    () (Purdue University)

  • Sugato Chakravarty

    () (Purdue University)

  • Hans Aagard

    () (Purdue University)

  • Kyle Bowen

    () (Purdue University)

Abstract

This 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.

Suggested Citation

  • Suleyman Cetintas & Luo Si & Sugato Chakravarty & Hans Aagard & Kyle Bowen, 2011. "Learning to Identify Students’ Relevant and IrrelevantQuestions in a Micro-blogging Supported Classroom," Working Papers 1010, Purdue University, Department of Consumer Sciences.
  • Handle: RePEc:csr:wpaper:1010
    as

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    File URL: ftp://128.210.123.107/csr/wpaper/Hotseat_Research.pdf
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    References listed on IDEAS

    as
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    More about this item

    Keywords

    student in-class interaction; micro-blogging; hotseat;

    JEL classification:

    • G21 - Financial Economics - - Financial Institutions and Services - - - Banks; Other Depository Institutions; Micro Finance Institutions; Mortgages
    • D82 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Asymmetric and Private Information; Mechanism Design
    • O16 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Financial Markets; Saving and Capital Investment; Corporate Finance and Governance

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