Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students
Insights of Instructors and Advisors into an Early Prediction Model for Non-Thriving Students
复制标题
教师和顾问对成绩不佳学生的早期预测模型的见解
DOI：
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发表时间：
2022
影响因子：
3.9
通讯作者：
A. Ambrose
中科院分区：
文献类型：
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作者：
A. Hershkovitz;A. Ambrose
在这项定性研究中(N=6)，我们探索了一年级学生的教师和导师对早期识别系统的见解，该系统旨在全校一年级本科生迎新课程的背景下发现不成功的学生。在以自下而上的方式开发这种预测模型之后，我们使用了大量可用的数据，重点放在它的最终用户如何帮助我们理解驱动识别不成功学生的潜在机制。正如研究结果所表明的那样，参与者总体上对这一预测及其时机表示赞赏，并提出了各种行为来解释不兴旺的原因，主要是动机和参与度。他们提出了可以预测不成功的额外数据，包括背景信息、学术参与度和学习习惯。
In this qualitative study (N=6), we explored insights of first-year students’ instructors and advisors into an early identification system aimed at detecting non-thriving students in the context of an all-campus first-year orientation course for undergraduates. Following the development of that prediction model in a bottom-up manner, using a plethora of available data, we focus on how its end-users could help us understand the underlying mechanisms that drive the identification of non-thriving students. As findings suggest, participants were appreciative overall of the prediction and its timing and came up with various behaviours that could explain non-thriving, mostly motivation and engagement. They suggested additional data that could predict non-thriving, including background information, academic engagement, and learning habits.