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Are Students Happier the More They Learn? -- Research on the Influence of Course Progress on Academic Emotion in Online Learning

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Title: Are Students Happier the More They Learn? -- Research on the Influence of Course Progress on Academic Emotion in Online Learning
Language: English
Authors: Xianglin Pan (ORCID 0000-0003-4228-8922), Bihao Hu, Zihao Zhou, Xiang Feng (ORCID 0000-0003-2251-2587)
Source: Interactive Learning Environments. 2023 31(10):6869-6889.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Emotional Experience, MOOCs, Student Attitudes, Academic Achievement, Course Organization, Time Perspective, Learning Processes, Foreign Countries, College Students
Geographic Terms: China
DOI: 10.1080/10494820.2022.2052110
ISSN: 1049-4820
1744-5191
Abstract: Academic emotions of learners are important for academic achievement. For the online learning platform, it is of great value to gain insight into the academic emotion of the course in appropriate time interval from the platform. We crawled a large number of student comment texts from MOOC, and used deep learning algorithms (BERT models) to perform aspect-oriented sentiment classification on the comment texts. We conducted statistical analysis and identified keywords to explore the changes of academic emotions in the online learning environment in different aspect dimensions. The results show that academic emotions are significantly improved in the first and second period of the course schedule, and tend to be stable in the second and third period of the course schedule. From the word frequency statistics, in the dimension of the teacher, students' concerns mainly focus on two aspects: One is whether they can acquire knowledge, the other is the characteristics of teachers; in the course dimension, students attach more importance to the learning; in the dimension of the platform, students' negative emotions mainly focus on four aspects: certificate, learning record, prompt and subtitle. Our research aims at providing suggestions for course design, platform improvement, and teachers' practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406633
Database: ERIC
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  Data: Are Students Happier the More They Learn? -- Research on the Influence of Course Progress on Academic Emotion in Online Learning
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  Data: <searchLink fieldCode="AR" term="%22Xianglin+Pan%22">Xianglin Pan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4228-8922">0000-0003-4228-8922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bihao+Hu%22">Bihao Hu</searchLink><br /><searchLink fieldCode="AR" term="%22Zihao+Zhou%22">Zihao Zhou</searchLink><br /><searchLink fieldCode="AR" term="%22Xiang+Feng%22">Xiang Feng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2251-2587">0000-0003-2251-2587</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2023 31(10):6869-6889.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Organization%22">Course Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/10494820.2022.2052110
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  Data: 1049-4820<br />1744-5191
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  Label: Abstract
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  Data: Academic emotions of learners are important for academic achievement. For the online learning platform, it is of great value to gain insight into the academic emotion of the course in appropriate time interval from the platform. We crawled a large number of student comment texts from MOOC, and used deep learning algorithms (BERT models) to perform aspect-oriented sentiment classification on the comment texts. We conducted statistical analysis and identified keywords to explore the changes of academic emotions in the online learning environment in different aspect dimensions. The results show that academic emotions are significantly improved in the first and second period of the course schedule, and tend to be stable in the second and third period of the course schedule. From the word frequency statistics, in the dimension of the teacher, students' concerns mainly focus on two aspects: One is whether they can acquire knowledge, the other is the characteristics of teachers; in the course dimension, students attach more importance to the learning; in the dimension of the platform, students' negative emotions mainly focus on four aspects: certificate, learning record, prompt and subtitle. Our research aims at providing suggestions for course design, platform improvement, and teachers' practice.
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      – SubjectFull: College Students
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      – SubjectFull: China
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