Abstract:

The choice of a student of which module or course to select can be influenced by various factors [1]. As digital study assistants (DSA) are becoming more relevant in research [2], the question of how these influential factors might be addressed by a digital support system arises. Therefore, this research aims to (1) identify general course selection criteria based upon a content analysis of existing interviews with students, (2) explore specific social influential factors based on group interviews with students and (3) discuss, how these aspects could be addressed by a DSA.

To gain general insights on how students select their modules and courses, a previously collected set of interviews (n = 25) was reanalyzed, focusing on the planning process. To extract attitudinal and behavioral data out of this existing collection, thematic analysis in combination with thematic networks and affinity diagrams were used. The characteristics were then summarized in student personas. To validate the results and to gain a deeper understanding of social influential factors, a group interview with students will be conducted and qualitatively analyzed as well.

The thematic analysis has identified 14 different criteria influencing the course choice. Among those are general course characteristics (e. g., amount of credits, date and time, applicability in study program, prerequisites) as well as individual factors (e. g., assumed degree of difficulty, recommendations of other students, lecturer preference / lecturer affinity). Based on these criteria, three personas were created, covering specific aspects in different depth to gain a deeper understanding of the different approaches to course selection. A more thorough outline of the criteria and the personas will be given in the presentation and the paper.

As mentioned before, the group interviews mainly aim to deepen the understanding of the social aspects that influence students course selections. Therefore, we assume to observe factors on different levels. Personal relationships, collective experiences and other influencing factors on group level (students within existing learning groups) and on community level (students within the same study program) might play an important role in which course to choose. Additionally, we aim to identify the impact of external factors like non-study friends and family on the selection process since these factors partly influence the choice of study program or major [3] and therefore also might be relevant for course and module selection in direct or indirect ways.

The presentation and the paper will further give first insights on how to address general student course selection criteria as well as social aspects that influence students’ choices within a DSA.

References:
[1] E. Babad und A. Tayeb, „Experimental analysis of students’ course selection“, Br. J. Educ. Psychol., Bd. 73, Nr. 3, S. 373–393, 2003.
[2] C. Karrenbauer, C. M. König, und M. H. Breitner, „Individual Digital Study Assistant for Higher Education Institutions: Status Quo Analysis and Further Research Agenda“, in Innovation Through Information Systems: Volume III: A Collection of Latest Research on Management Issues, in Lecture Notes in Information Systems and Organisation. Cham: Springer International Publishing, 2021, S. 108–124.
[3] J. L. Workman, „Parental Influence on Exploratory Students’ College Choice, Major, and Career Decision Making“, Coll. Stud. J., Bd. 49, Nr. 1, S. 23–30, 2015.

Keywords:

Digital study assistant, course selection, social influences, student support.