Content Analysis of Student Learning

Analysis of student learning content For most people riding a roller coaster at elementary school it is easy to subtract 23 from 70 years old. In fact, we may solve this problem very quickly in our head so we unknowingly recognize the procedure we use to solve the problem. For us, from the first day of elementary school, subtraction seems to be deeply rooted in our mind. Not surprisingly, figures and subtractions, and "carrying" are new to us at some point.

Our research uses content analysis for qualitative research. Our analysis is based on data from student's self-reflection report about their learning experience. Over the past three years, a total of 75 students participated in this course, and they have self-reflected their own learning. In addition, this year's students wrote a short review article. In addition, we conducted two interviews with students participating in the program in 2014 to understand the depth and sustainability of learning. Table 1 contains a description of the data. Therefore, some of us used existing materials, and some of us gathered data from this article in the fall of 2016.

This is a cross-sectional study. 96 students from the Basic Science Cell Biology Division participated in this study. The SWOT analysis of student perception is done manually. Statistical analysis involves qualitative data content analysis to classify the data and align them with the SWOT analysis matrix. Blended Learning (BL), defined as "face-to-face learning experience in the classroom and intentional integration of online learning experiences", has transformed higher education to provide students with a more participatory learning experience. To achieve personal and organizational goals such as formal and informal learning, face-to-face and on-line experience, directional pathways, dependence on self-references and digital references, scholarly connections, We integrate seemingly opposite approach.

At the heart of student engagement is interactive content, which improves learning experience. Various studies have shown that digital content used for learning in the classroom supplements learning materials, not self-paced learning content. Meanwhile, learning leaders face the challenge of delivering content in a more attractive and interactive way. Storytelling related to examples and citations included in the course is an integral part of the overall participation in learning. The story creates a situation where students directly participate in the content emotionally and increase the holding power. Interaction encourages students to participate in learning