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Finding potential problems in the thesis process in higher education: Analysis of e-mails to develop a support system

机译：在高等教育论文过程中发现潜在问题：分析电子邮件以开发支持系统

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Autonomous learning hype has created much speculation in educational systems regarding how to develop the learning process. Final project (thesis) in Bachelor's and Master's levels is a significant part of study for students in higher education. However, there are some problems, which lead students not managing to do or finish their thesis. As a part of a solution to these problems, the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden, has established an information and communication platform, called SciPro. The system was initiated in 2011 to support students and supervisors during the thesis process courses. This study contributes by exploring problems that learners have faced during the final project courses and analyzing discussed issues in the emails, sent to the SciPro support group, ThesisSupport. A random sample of one hundred emails has been analyzed with the help of a content analysis tool, in order to develop the categories, which cover the discussed issues. The result of the study shows six exhaustive and mutually exclusive categories of problems: 1) Thesis initiation (26 %), 2) Info-mail (4.7 %), 3) Technical issues (17.1 %), 4) Exemption (18.7 %), 5) Supervision (17.1 %), 6) Final seminar (16.4 %). Consequently, based on the significance of the categories, two groups of strategic suggestions are developed: 1) developing communications and 2) developing instructions. These strategies intend to enhance support for the autonomous learning process for the thesis courses in higher education.
机译：自主学习的炒作已在教育系统中引发了许多关于如何发展学习过程的猜测。学士和硕士水平的最终项目（论文）是高等教育学生学习的重要组成部分。但是，存在一些问题，导致学生无法设法完成或完成论文。作为解决这些问题的一部分，瑞典斯德哥尔摩大学计算机与系统科学系（DSV）已建立了一个名为SciPro的信息和通信平台。该系统于2011年启动，以在论文处理课程中为学生和指导者提供支持。这项研究通过探索学习者在最终项目课程中遇到的问题并分析发送给SciPro支持小组ThesisSupport的电子邮件中讨论的问题做出了贡献。为了开发涵盖讨论问题的类别，已经借助内容分析工具对一百封电子邮件的随机样本进行了分析。研究结果显示了六个详尽且互斥的问题类别：1）论文启动（26％），2）信息邮件（4.7％），3）技术问题（17.1％），4）豁免（18.7％） ，5）监督（17.1％），6）期末研讨会（16.4％）。因此，根据类别的重要性，制定了两组战略建议：1）开发交流和2）开发指令。这些策略旨在增强对高等教育论文课程自主学习过程的支持。

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