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Direct linkMcDonald, J.; Bird, R. J.; Zouaq, A.; Moskal, A. C. M. – Journal of Computer Assisted Learning, 2017
In large class settings, individualized student-teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning. While there has been progress in automatic short-answer grading, analysing student responses to support formative feedback at scale is arguably some way…
Descriptors: College Students, Health Sciences, Teacher Student Relationship, Large Group Instruction
