LSA-Based Feedback for Assessing Student Learning in IT-Enabled IR Courses

Abstract

This paper reports on the possibility of using a variation of the Latent Semantic Analysis (LSA) method to support learning assessment in computer-mediated courses in the International Relations program at the American University of Kuwait (AUK). LSA is a mathematical/statistical technique for extracting and inferring relations of expected usage of words (such as any digital text created by students) after their interaction with digital information (such as e-readings, videos, blogs, and lectures provided by the Professor). We propose using a variant of the LSA method to assess student computer-mediated note taking. Much of the learning that inspires this experiment is based on two projects. The first initiative involved using semantic databases to deliver two courses in the Department of Political Studies at the American University of Beirut (AUB) in Fall 2003 and Spring 2004. The second project involved delivering four consecutive introductory courses on International Relations in the Department of International Relations at AUK from Fall, 2010 to Fall, 2012. Both projects endeavored to combine teaching and technology in ways that promoted critical thinking, reading and writing, effective communication and problem solving.