| Doc_id | Review | Left | Term | Right | Sentiment | Polarity | Rating | Contradiction-Based_MOY | Contradiction-Based_Ci |
| -4ffSHNYEeWIfhKr_WcYsQ | Course content is okay - there was some repetition of topics throughout the weeks. As the other first courses in the specialization, students would benefit tremendously if the instructors were a bit more active - the course feels out of date and abandoned. | other first courses in the specialization, | Student | would benefit tremendously if the instructors | Negative | -0.75 | 0.0 | 0.6 | 0.86 |
| -4ffSHNYEeWIfhKr_WcYsQ | The course was good. I enjoyed it. The biggest problem was the un-moderated participation of at least one other student. This particular student drove the discussion of assignments, leaving little room for others to explore, ask, and answer questions. As far as I know the student was not a mentor/TA, but It would have been most helpful for staff to weigh in on some of the student's post. I really believe the student was feeding his/her ego. | participation of at least one other | Student | This particular student drove the discussion | Negative | -0.67 | 0.0 | 0.6 | 0.86 |
| -4ffSHNYEeWIfhKr_WcYsQ | The course was good. I enjoyed it. The biggest problem was the un-moderated participation of at least one other student. This particular student drove the discussion of assignments, leaving little room for others to explore, ask, and answer questions. As far as I know the student was not a mentor/TA, but It would have been most helpful for staff to weigh in on some of the student's post. I really believe the student was feeding his/her ego. | As far as I know the | Student | was not a mentor/TA, but It | Negative | -0.63 | 0.0 | 0.6 | 0.86 |
| -4ffSHNYEeWIfhKr_WcYsQ | Seems like the course lectures are out of order or duplicated. In order for us the complete the first project, it required us to view Week 2 videos as well. I wish this was noted/told to the students in the course. | wish this was noted/told to the | Student | in the course. | Negative | -0.71 | -0.5 | 0.6 | 0.86 |
| -4ffSHNYEeWIfhKr_WcYsQ | This is a great course that teaches students about the importance of reproducibility for research and data analyses. It provides tools that help a scientist to thoroughly document and publish their research in a fully reproducible way and it shows the current best practices for reproducibility. All the course content is very clearly explained and the assignments help reinforce the students' learning process. | is a great course that teaches | Student | about the importance of reproducibility for | Positive | 1.0 | 1.0 | 0.6 | 0.86 |
| -4ffSHNYEeWIfhKr_WcYsQ | Overall a good course for self-study. The assignments in particular are excellent for data cleaning, analysis and interpretation. The quizzes are very basic though and appear to be there only to check if the student has gone through the lectures. The knowledge needed to answer the quizzes and achieve the desired results in the assignments are vastly different and should be addressed. The case studies at the end are insightful and more use could be made of them in a more advanced course. There is a lot of repetition of concepts throughout the course and this can become distracting. THe format for the lecture videos varies throughout and this inconsistency (along with extreme audio volume changes) also becomes distracting. Other than that, excellent for driving the need for reproducible research (RR) home, presenting and explaining some tools available to achieve RR and ways of publishing results/reports from these studies. | there only to check if the | Student | has gone through the lectures. The | Negative | -0.96 | 0.0 | 0.6 | 0.86 |
| -A_ToPNPEeSAEiIAC9TCSQ | I found the course most engaging and delivered with great enthusiasm. Professor Hornstein is a great teacher and even across the computer screen seemed eager to pass on to the student his very infectious love of the discipline . One cannot help but become equally infected. Out of that, I intend to engage myself more fruitfully in matters of the environment; the laws and policies that should govern how human being interact with the environment. I hope to further my knowledge of the subject by hopefully studying for a higher qualification. Thank you very much for the opportunity to study with Coursera. And grateful thanks to Professor Hornstein. | eager to pass on to the | Student | his very infectious love of the | Positive | 1.0 | 1.0 | 0.79 | 1.24 |
| -A_ToPNPEeSAEiIAC9TCSQ | This course is a solid introduction to Environmental Law, a topic where it's exceedingly easy to get lost in the weeds, so to speak. The instructor for this course is simply delightful. High energy and engaging, it's clear that no matter who the named parties are in a case, the ultimate client is the environment. If I had had the opportunity to take a brief survey course like this one when I was starting college back in the 1980s, I might well have gone into this field as a profession. Excellent course! I did not participate in the forums, so I cannot speak to the value that they may or may not have brought to the course. I did, however, do all the reading, and I think it's important to have students understand how to parse out meaning and significance from these often dry documents. | I think it's important to have | Student | understand how to parse out meaning | Positive | 0.78 | 1.0 | 0.79 | 1.24 |
| -A_ToPNPEeSAEiIAC9TCSQ | The professor has an immense amount of charisma and a concise way of breaking down concepts. The content material is short and to the point. These short lectures allow the student to even explore philosophies of economics in detail giving a big picture to what the issues at hand are with Law, Policy, and Climate Change. Great lectures, materials, discussions, and extremely effective Professor. Highly recommend. | point. These short lectures allow the | Student | to even explore philosophies of economics | Negative | -0.83 | 1.0 | 0.79 | 1.24 |
| -A_ToPNPEeSAEiIAC9TCSQ | Prof. Don Hornstein is great at introducing each and every concept related to environmental law and policy. I am a graduate student of Sustainable Infrastructure having no background in Law but I finished the course with 100% grade and learnt many aspects and terms of Law, specifically Environmental Law. I would like to thank Prof. Hornstein for the wonderful lectures. | and policy. I am a graduate | Student | of Sustainable Infrastructure having no background | Negative | -0.8 | 1.0 | 0.79 | 1.24 |
| -A_ToPNPEeSAEiIAC9TCSQ | Thank you so much Prof for guiding us through a difficult yet an interesting topic. The course is well arranged in the way the choosen cases make it easier to understand the statutes, though it not that easy. I wish the course had brought in more international cases as the non-American students like me might be more intersted in. I love this course, as well as the T- shirts and the tux :) | more international cases as the non-American | Student | like me might be more intersted | Positive | 0.82 | 0.5 | 0.79 | 1.24 |
| -A_ToPNPEeSAEiIAC9TCSQ | Extremely informative and very well presented. Makes a seemingly dull subject come to life and engages the students with the material in a way that makes them want to learn. | come to life and engages the | Student | with the material in a way | Positive | 0.99 | 1.0 | 0.79 | 1.24 |
| -Eu38u08EeSKeyIACwQXPg | I'm an international student. I just have been studying English for 6 month. I think this topic is very helpful for me to practice my listening skill, and also it's very interesting! I love this course. Thanks professor. | I'm an international | Student | I just have been studying English | Negative | -0.75 | 1.0 | 1.04 | 1.2 |
| -Eu38u08EeSKeyIACwQXPg | I was really disappointed in this "course" for several reasons. I did not complete it, because it was really not worth spending time on. The organizer impressed me as only wanting to sell copies of his book on dog behavior and used the course as his vehicle. Then there were games to "purchase" online to facilitate teaching my dog cognitive skills. The videos were lacking in creativity. I was really disappointed with this, especially since its a cool topic that could easily be presented in a very exciting way. The artistic level, the videos, slides, etc were something a high school student could pull together. After taking solid courses like ModPo and Positive Psychology, I was amazed at the lack of effort that was put into this. | etc were something a high school | Student | could pull together. After taking solid | Negative | -0.98 | -1.0 | 1.04 | 1.2 |
| -Eu38u08EeSKeyIACwQXPg | The best online course I have ever attended. I never got bored. Lectures are just awesome. As a cognitive Science student, I enjoyed it most. | just awesome. As a cognitive Science | Student | I enjoyed it most. | Positive | 1.0 | 1.0 | 1.04 | 1.2 |
| -Eu38u08EeSKeyIACwQXPg | I love some of the discussions in this course, and i think that students can be prompted to contribute even more. Perhaps make contributing to a discussion in each module an essential part of the course? The content is well-structured, going from a general overview of evolution to canine cognition. I would have liked to see it go even further, questioning the assumptions behind some of the recent research publications in this area instead of just including it in this course. A little more critical reasoning doesn't hurt. | this course, and i think that | Student | can be prompted to contribute even | Negative | -0.79 | 0.5 | 1.04 | 1.2 |
| -N44X0IJEeWpogr5ZO8qxQ | For me, this course was disappointing. Here is why: First, the level, at which the course material is presented, is very low. It might be freshman level, but certainly not more. There are many buzzwords but no real explanations. The programming assignments are only doable because most of the work has been done by the people designing the assignments. There is very little left for the students. Furthermore, the procedures, that are already given, are not very well documented. Hence, a lot of guess work is required to figure out how things should work. Furthermore, little effort has been spent to structure the procedures that are already given. Altogether, this makes doing the programming assignments very unsatisfying. Finally, the professor presenting the materials does not take part in the discussion forums. Contrary to other courses that I have attended at Coursera, this time the discussion forum was no help at all. | is very little left for the | Student | Furthermore, the procedures, that are already | Negative | -0.83 | -1.0 | 1.11 | 1.23 |
| -N44X0IJEeWpogr5ZO8qxQ | Excellent course, well thought out lectures and problem sets. The programming assignments offer an appropriate amount of guidance that allows the students to work through the material on their own. | amount of guidance that allows the | Student | to work through the material on | Positive | 0.96 | 1.0 | 1.11 | 1.23 |
| -N44X0IJEeWpogr5ZO8qxQ | The things I liked: -The professor seems very knowledgeable about all the subjects and she also can convey them in a very understandable way (kudos to her since talking to a camera is not easy) -The course was well organized and the deadlines were adjusted when a technical difficulty was found by several students -All the assignments are easy to follow and very detailed -The testing code provided for the programming assignments is a huge help to make sure we are solving it the right way What can be improved: -Some of the concepts during weeks 4 and 5 seemed a bit rushed. Although the professor explained that some details were outside of the scope of this course, I felt that I needed a more thorough explanation in order to understand better -Some links to the documentation of libraries used in the programming assignments were lacking information on how to really use them, I wish we had some other link to worked examples too In general I can say this was another good course for this series. Making a course like this is not easy at all and I can see that they are putting a lot of effort to produce them. All of their hard work is really appreciated on my end. | technical difficulty was found by several | Student | -All the assignments are easy to | Positive | 0.87 | 0.5 | 1.11 | 1.23 |
| -nRRAPmuEeSndSIAC7LTLQ | Great class for learning the fundamentals and basics within Ableton live 9. Projects are realistic and designed to educate a student no matter their level of knowledge. | realistic and designed to educate a | Student | no matter their level of knowledge. | Positive | 0.7 | 1.0 | 0.47 | 1.23 |
| -nRRAPmuEeSndSIAC7LTLQ | A very nice experience. I expected an entry level course, but Erin organised a well rounded path. I got a new effective approach to the Ableton Live 9 software. I recommend to develop carefully your assignments: you will improve your own skills by comparing your solutions with those of the classmates. In addiction you'll find some "veteran" student willing to help. Good luck! | addiction you'll find some " veteran" | Student | willing to help. Good luck! | Positive | 0.72 | 1.0 | 0.47 | 1.23 |
| -nRRAPmuEeSndSIAC7LTLQ | This is a great intro class, designed to be completed within the Ableton trial period. Ableton should pay Erin a commission on sales that come out of this course, because I imagine it's bringing them 100s of new sales! The materials (mostly videos) are excellent and easy to follow. I learned a lot in this short class and would love to see an "intermediate" Ableton class in the future. My only complaints are related to the collaboration software that you need to use for this course, blend.io. Site navigation in blend.io can be painfully slow, and the site is buggy. I would have preferred to simply share information via dropbox or some other file sharing method. The peer review process is a great idea, although I think it's really tricky to do this in a music/art, because there is so much subjectivity and not much of a rubric. (There are some quantitative questions just to verify that the student follows instructions, but the open feedback is totally open). But, overall, the peer review works pretty well and gives students an additional incentive to turn in a quality product. | questions just to verify that the | Student | follows instructions, but the open feedback | Negative | -0.69 | 1.0 | 0.47 | 1.23 |
| -nRRAPmuEeSndSIAC7LTLQ | This is a great intro class, designed to be completed within the Ableton trial period. Ableton should pay Erin a commission on sales that come out of this course, because I imagine it's bringing them 100s of new sales! The materials (mostly videos) are excellent and easy to follow. I learned a lot in this short class and would love to see an "intermediate" Ableton class in the future. My only complaints are related to the collaboration software that you need to use for this course, blend.io. Site navigation in blend.io can be painfully slow, and the site is buggy. I would have preferred to simply share information via dropbox or some other file sharing method. The peer review process is a great idea, although I think it's really tricky to do this in a music/art, because there is so much subjectivity and not much of a rubric. (There are some quantitative questions just to verify that the student follows instructions, but the open feedback is totally open). But, overall, the peer review works pretty well and gives students an additional incentive to turn in a quality product. | review works pretty well and gives | Student | an additional incentive to turn in | Positive | 0.9 | 1.0 | 0.47 | 1.23 |
| -nRRAPmuEeSndSIAC7LTLQ | Fantastic Teacher - very clear. Fun assignments and a very participatory community of students! | and a very participatory community of | Student | | Positive | 0.86 | 1.0 | 0.47 | 1.23 |
| -qKIDPnAEeS1QCIACy-KcQ | I loved this course. It taught me how to use this program and I am now able to work with my students at the library to run a robot program that is similar to Scratch. | now able to work with my | Student | at the library to run a | Negative | -1.0 | 1.0 | 0.77 | 1.1 |
| -qKIDPnAEeS1QCIACy-KcQ | I love Prof. Areti!! She's amazing! This is first time I've come so far in any course I've taken in Coursera; partly because programming is actually fun, but also because this course is structured beautifully to teach students how to understand the logic behind programs and implement &/or improvise the same concepts in their own creations. With this, I shall say I am determined to complete the Code Yourself! course :) | course is structured beautifully to teach | Student | how to understand the logic behind | Positive | 0.69 | 1.0 | 0.77 | 1.1 |
| -qKIDPnAEeS1QCIACy-KcQ | You will have to make a Scratch account (free) for this course. Areti is a very clear instructor that explained concepts very well for complete beginners into programming, like myself and I found the course insightful. 1) Presentation - I couldn't help but wonder whether they had a lower target age (teenagers or younger) in mind, which was entertaining at some points but also distracting at other times. // Also, I only realized halfway through the course that it is in fact possible to see what Areti is doing on the Scratch program once the quality of the video is adjusted. 2) Projects/Time Commitment - Going through the lectures and quizzes are not time consuming at all, but the projects (especially the final project) takes a lot of time. It took longer than expected because I felt like much of the practical instructions on how to use Scratch for specific purposes were not provided during the course, leaving me to work by myself. 3) Discussion Forum - When I took the course, the discussion forum was close to being dead (especially compared to some of the other courses that I was taking simultaneously on Coursera). Gerry (mentor) did an amazing job responding to my inquiry, but I noticed that although there were a lot of students talking at the beginning, introducing themselves, there weren't that many discussions concerning the final assignment, making me feel like I was working alone. It would be great if there was more time to work on the final project, and perhaps a way in which students can collaborate and help out others when faced with a bug (ie preliminary project submission and feedback session). I recommend taking this course, but realistically, you won't be program proficient after 5 weeks. You will, however, learn some basic programming theory, understand how programming works, and learn how to make a fun interactive game on Scratch! | although there were a lot of | Student | talking at the beginning, introducing themselves, | Negative | -0.64 | 0.5 | 0.77 | 1.1 |
| -qKIDPnAEeS1QCIACy-KcQ | You will have to make a Scratch account (free) for this course. Areti is a very clear instructor that explained concepts very well for complete beginners into programming, like myself and I found the course insightful. 1) Presentation - I couldn't help but wonder whether they had a lower target age (teenagers or younger) in mind, which was entertaining at some points but also distracting at other times. // Also, I only realized halfway through the course that it is in fact possible to see what Areti is doing on the Scratch program once the quality of the video is adjusted. 2) Projects/Time Commitment - Going through the lectures and quizzes are not time consuming at all, but the projects (especially the final project) takes a lot of time. It took longer than expected because I felt like much of the practical instructions on how to use Scratch for specific purposes were not provided during the course, leaving me to work by myself. 3) Discussion Forum - When I took the course, the discussion forum was close to being dead (especially compared to some of the other courses that I was taking simultaneously on Coursera). Gerry (mentor) did an amazing job responding to my inquiry, but I noticed that although there were a lot of students talking at the beginning, introducing themselves, there weren't that many discussions concerning the final assignment, making me feel like I was working alone. It would be great if there was more time to work on the final project, and perhaps a way in which students can collaborate and help out others when faced with a bug (ie preliminary project submission and feedback session). I recommend taking this course, but realistically, you won't be program proficient after 5 weeks. You will, however, learn some basic programming theory, understand how programming works, and learn how to make a fun interactive game on Scratch! | and perhaps a way in which | Student | can collaborate and help out others | Positive | 0.74 | 0.5 | 0.77 | 1.1 |
| -qKIDPnAEeS1QCIACy-KcQ | This is a great introductory programming course for anyone. It covers the basics of programming and prepares you for more advanced programming like java. If you can play with LEGOs you can do this course, yet it is still fun and challenging for the genuinely tech savvy. It's also a good creative outlet. The professor is cool and sweet, and although it sometimes feels like she had kids in mind for this course, the students are very diverse. Thanks Areti, I had a heck of a lot of fun!!! Now, it's midnight here, time for some Java (and some coffee too)!!! | in mind for this course, the | Student | are very diverse. Thanks Areti, I | Positive | 0.89 | 1.0 | 0.77 | 1.1 |
| -qKIDPnAEeS1QCIACy-KcQ | The course was highly informative, entertainingly presented and does not require an unreasonable amount of time to complete. It serves well as an introduction to programming, especially the two course projects, where the peer review system works well. The instructors and mentors show a commitment to helping students and improving the already well-run course. An unusual and welcome feature of this Coursera course is the immediate verification of one's typing. My only criticism is the lack of downloadable written/pdf material related to the course, although students who go on to learn programming languages will likely relearn much of the knowledge they gained here. | mentors show a commitment to helping | Student | and improving the already well-run course. | Positive | 0.94 | 0.5 | 0.77 | 1.1 |
| 1ndQqNPxEeSloiIAC3kKUw | This course is too basic and superficial. I think already high school students can figure out the tips by themselves. | superficial. I think already high school | Student | can figure out the tips by | Negative | -0.65 | -0.5 | 1.02 | 1.02 |
| 1ndQqNPxEeSloiIAC3kKUw | This short course is targeted at working environment, where experience is enough. But for creative environment, or even learning scenario, the estimating techniques can be trivial. Procrastination is a bigger problem for students and workers in creative fields though. | Procrastination is a bigger problem for | Student | and workers in creative fields though. | Positive | 0.64 | 0.5 | 1.02 | 1.02 |
| 1ndQqNPxEeSloiIAC3kKUw | Very basic and obvious things. It's not really useful for anyone older than high school student. | for anyone older than high school | Student | | Negative | -0.93 | -0.5 | 1.02 | 1.02 |
| 1ndQqNPxEeSloiIAC3kKUw | Excellent, closely packed course.. recommended for young college student to working persons whether job or business. | course. . recommended for young college | Student | to working persons whether job or | Positive | 0.97 | 1.0 | 1.02 | 1.02 |
| 2dHcFsRdEeW2JxKnR3RyOw | Speed is very fast for a basic level student. The data explanation and correlation demonstrated is not clear. | very fast for a basic level | Student | The data explanation and correlation demonstrated | Negative | -0.65 | -1.0 | 1.01 | 1.24 |
| 2dHcFsRdEeW2JxKnR3RyOw | Professor Cetinkaya-Rundel's explanations are clear and she gives many examples, the quizzes are fair and I think it is an excellent idea to have a lab in R to get students familiar with that tool. I recommend that students read the book chapters and do the practice problems there, it's very helpful. My one criticism is that the amount of R taught in the course is not really enough to do a good job on the capstone project, because the data in the given database is formatted very differently. I think maybe the course staff could reformat the database to make it more user-friendly for beginning R users, but in the meantime you may want to study a little R on the side at, say, DataCamp. | a lab in R to get | Student | familiar with that tool. I recommend | Positive | 0.87 | 1.0 | 1.01 | 1.24 |
| 2dHcFsRdEeW2JxKnR3RyOw | I took this course hoping for a fundamental education in utilizing R for statistical analysis. Unfortunately, this course focuses heavily on statistical methods and very little on explaining the R processes used. Good for introductory stats students, not great for those interested in furthering their knowledge of R. | processes used. Good for introductory stats | Student | not great for those interested in | Negative | -0.81 | 0.0 | 1.01 | 1.24 |
| 2dHcFsRdEeW2JxKnR3RyOw | A very nice intro to the topic! The course is problem-oriented and introduces important concepts in relation to questions that will interest the student. It also gradually introduces R and its use for statistics analysis. I recommend it. | to questions that will interest the | Student | It also gradually introduces R and | Positive | 0.95 | 1.0 | 1.01 | 1.24 |
| 2dHcFsRdEeW2JxKnR3RyOw | Instructor and textbook do a very nice job of using the student's intuition to explain probability theory | very nice job of using the | Student | intuition to explain probability theory | Positive | 0.93 | 1.0 | 1.01 | 1.24 |
| 2dHcFsRdEeW2JxKnR3RyOw | Interesting, information-dense and well presented lectures by someone who obviously has a deep understanding of the topics and who is passionate about teaching the subject. Added to that: a great course textbook and useful R tutorials with a focus on commonly used libraries such as dplyr and ggplot. Beginner and intermediate statistics students, as well as teachers interested in the presentation of statistics theory and practice, can't go wrong with this course. | and ggplot. Beginner and intermediate statistics | Student | as well as teachers interested in | Positive | 0.95 | 1.0 | 1.01 | 1.24 |
| 2H8ExCTIEeWeDBJG1XrG0w | Great class packed full of info! The videos were fully explanatory in what they hoped to achieve, instructing in the basics of Unity 3D. An overall well balanced introductory course, my only problem was with a broken link to an assignment. I had to get the specific course materials from another student because the download link didn't work for me. I was hoping for a Moderator/Admin to get back to my complaint, but after a few days a fellow student that had the problem previously was the one to help me out. 4/5 Stars. Be kind to your classmates, you'll learn a lot from them as well! | after a few days a fellow | Student | that had the problem previously was | Negative | -0.68 | 0.5 | 0.7 | 1.19 |
| 2H8ExCTIEeWeDBJG1XrG0w | This is a great introduction course for anyone that wants a taste of game development. One great strength of this course is that the instructor communicates his ideas and concepts clearly. I enjoyed the fact that I was able to review other student's designs. It's a great way to find students that get creative. | I was able to review other | Student | designs. It's a great way to | Positive | 1.0 | 1.0 | 0.7 | 1.19 |
| 2H8ExCTIEeWeDBJG1XrG0w | This is a great introduction course for anyone that wants a taste of game development. One great strength of this course is that the instructor communicates his ideas and concepts clearly. I enjoyed the fact that I was able to review other student's designs. It's a great way to find students that get creative. | It's a great way to find | Student | that get creative. | Positive | 1.0 | 1.0 | 0.7 | 1.19 |
| 2H8ExCTIEeWeDBJG1XrG0w | The special thing about this course is that it does not focus on theory only but also largely on practical work to make the student use to of unity3d's environment. Great Course! | on practical work to make the | Student | use to of unity3d's environment. Great | Positive | 0.69 | 1.0 | 0.7 | 1.19 |
| 2H8ExCTIEeWeDBJG1XrG0w | I think the course is good. I could've wished for some more engagement from the lecturer as it often felt like he was reading from a script, and I might as well have read the script myself. I also think the course was very slow paced and I finished all the projects in a week alongside my MSc-studies as well as working part-time, I wish the projects would've gone more in-depth for those students who wished to put in more hours into the course. | would've gone more in-depth for those | Student | who wished to put in more | Negative | -0.88 | 0.5 | 0.7 | 1.19 |
| 2H8ExCTIEeWeDBJG1XrG0w | I loved to follow this course and learn the basics of Unity3D to start making my own games. The material was well structured, and Brian challenged the students to learn and test what they learned with the course quizzes and the projects. I have recommended this course to my all friends. | well structured, and Brian challenged the | Student | to learn and test what they | Positive | 0.64 | 1.0 | 0.7 | 1.19 |
| 2H8ExCTIEeWeDBJG1XrG0w | This is arguably the best tutorial on the internet for making games in Unity. It will provide a solid foundation upon which a student can expand his/her horizons in game development. This course has the right pace too. | a solid foundation upon which a | Student | can expand his/her horizons in game | Positive | 0.89 | 1.0 | 0.7 | 1.19 |
| 2y_2_3REEeWKsgrp3VnvAw | This course is unlike all the others. Although you will need information gained in the previous nine modules, the Capstone Project requires you to work on a long and difficult problem using your own initiative. Mentors, tutors and Swiftkey employees are lacking throughout this project. I worked through many different R packages to generate the word prediction N-Grams because R has a tendency to run out of memory. Many students are forced to use a cut down version of the three million lines of text because of memory issues but I managed to find the proverbially needle in the R packages haystack that allowed me to use the entire dataset! I had problems with publishing the presentation to RPubs - it just would not work using either RStudio or RConsole but at least I had a fall back position of placing the presentation on my own website. It took me three attempts to complete this project, nine months (Jan-Sep 2016) and about 300 hours in total, I didn't give up so nor should you, you can do it! And Good Luck! Hope to chat with you on the Data Science Specialism LinkedIn Group for Completers! Finally was it worth paying for all of the certificates. Yes, it was! | to run out of memory. Many | Student | are forced to use a cut | Negative | -0.77 | 1.0 | 1.1 | 1.12 |
| 2y_2_3REEeWKsgrp3VnvAw | As a capstone to a series of courses that covered data science and R, I found this one to be a bit lacking. There was no involvement from the professors at JHU or the folks at SwiftKey. As was mentioned in another review, the course feels abandoned. All you get a few short (two minutes or so) videos that give you little in the way of instruction or direction. Basically, they just say, "Go do this. Good luck!" There were also no Mentors or TAs to guide students or answer questions. It was the students helping each other through the forums. Sometimes it was helpful and everyone involved learned something. Other times, it was the blind trying to lead the visually-impaired. On a positive note, you will use all of the skills from the previous courses: writing R functions, performing exploratory analysis and publishing it via RPubs. Your final product will be displayed for everyone via ShinyApps and a presentation using R Presentation (also published via RPubs). On a(nother) negative note, the topic of Natural Language Processing is not an easy one to just walk into and feel confident in providing a working next-word prediction algorithm in about eight (8) weeks. You're reading academic journal articles, watching multiple videos from another Coursera course (which actually focuses on the topic of NLP, and takes place over several courses and several months!). Supposedly, there is work going on to update the course, so hopefully future students will get a better experience. I did take a bit away from this course, especially since I made more than one attempt to complete it. However, it was definitely a shock to find myself missing those things that one typically finds in a learning environment -- descriptive background, assistance to problems, etc. -- and seeing that I was for all intents and purposes on my own. Even in the professional world of data analysis, I have never experienced the lack of support that I found in this course. With that, I am giving it three (3) stars. As I said, I did learn a bit, but it was a bit of a struggle that required multiple attempts to complete. This would have been better off as a stand alone topic (which it already is by another Coursera affiliated school), or having a capstone course that builds on a topic more in the wheelhouse of the JHU professors: a capstone project focusing on bioinformatics or biostatistics would have been amazing in comparison to this. | no Mentors or TAs to guide | Student | or answer questions. It was the | Negative | -0.71 | 0.0 | 1.1 | 1.12 |
| 2y_2_3REEeWKsgrp3VnvAw | This is a great capstone project. It requires the student to really have an understanding of the concepts learned throughout the specialization and apply them to build a prediction app. There is very little guidance asides from the discussion forum which could be discouraging at first. Otherwise I would've rated it 5 stars. | great capstone project. It requires the | Student | to really have an understanding of | Positive | 0.96 | 0.5 | 1.1 | 1.12 |
| 2y_2_3REEeWKsgrp3VnvAw | I currently taking this capstone and I must unfortunately say that this is the most worst course in the whole specialization. Of course the topic NLP and word prediction is interesting, but the problem is, that this is a dead course. A couple of students in the forum strugeling with details, but there is NO Mentor, no Professor or other course staff and no SwiftKey engineer as announced in the Project Overview. So everything you have to figure out completely by yourself and this takes a lot of more time than the 4-9 hours. And also why should you pay for a course where you learn anyway only ba your own. Pick any intersting topic you would like to work on and invest the time in this instead of paying for this Capstone without any support form Coursera, JHU or SwiftKey. | a dead course. A couple of | Student | in the forum strugeling with details, | Positive | 0.68 | -1.0 | 1.1 | 1.12 |
| 2y_2_3REEeWKsgrp3VnvAw | Coursera lost my thoughtful 2-star review so I am replacing it with this. I learned a lot through my own efforts and through the efforts of students who bothered to post in the forums. The one mentor disappeared half-way through the course. | efforts and through the efforts of | Student | who bothered to post in the | Negative | -0.91 | -1.0 | 1.1 | 1.12 |
| 33tTdzylEeWpogr5ZO8qxQ | Professor Franz Wohlgezogen delivers this course with excellence and precision, as well as making it interesting and interactive. He is an engaging and charismatic teacher and seems to be able to cater to several learning styles. The content, delivery and layout of materials is such that the student is well supported through to success. I highly recommend. | of materials is such that the | Student | is well supported through to success. | Positive | 0.94 | 1.0 | 0.85 | 1.16 |
| 33tTdzylEeWpogr5ZO8qxQ | The course was excellent with its deft marriage of theory with practice. The instructor's teaching style, which relied on Socratic dialogues with students, practitioners and fellow academicians, was commendable and brought to life the concepts. | which relied on Socratic dialogues with | Student | practitioners and fellow academicians, was commendable | Negative | -0.75 | 1.0 | 0.85 | 1.16 |
| 3G1aij8iEeWKOBLv1z6n9w | This course it's amazing for the new students that are interesting to learn more about the language of Korea of the South. | course it's amazing for the new | Student | that are interesting to learn more | Positive | 0.94 | 1.0 | 0.84 | 1.31 |
| 3G1aij8iEeWKOBLv1z6n9w | This course provides a well-paced introduction to learning the Korean language. It is well-suited to students who have little or no knowledge of Korean language to begin with. The course videos and the conversations of the players in the instructive videos helps us to get a feel for how the language operates in a real situation. The course lecturer provides detailed explanations of the origins of Korean vowels and consonants, the way the language is constructed, correct pronunciation, and much more. I would recommend this course to anyone who wants to learn the Korean language. Many thanks to our lecturer for this great course. | Korean language. It is well-suited to | Student | who have little or no knowledge | Negative | -0.98 | 1.0 | 0.84 | 1.31 |
| 3G1aij8iEeWKOBLv1z6n9w | Very intuitive Beginning Korean Course. The method of teaching was clear and detail. I just wish there would be more exercise for student to practice to get used to the Korean alphabet/vocabulary. Overall outstanding course. | there would be more exercise for | Student | to practice to get used to | Positive | 0.9 | 1.0 | 0.84 | 1.31 |
| 3KNgoXgcEeWrAxJQXw-8PQ | Putting aside the use of the Coursera apps on Ipad and Iphone (which are beyond awful and made the experience of taking this course utterly frustrating), this course was outstanding. The student will be given sold information on how to organize, structure, and edit a story. All of the material was approachable and extremely useful. | frustrating), this course was outstanding. The | Student | will be given sold information on | Positive | 1.0 | 1.0 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | This course is very interesting and easily to understand for beginner just like me. And through read the stories of other students, I learned more and find my disadvantages. | through read the stories of other | Student | I learned more and find my | Positive | 0.69 | 1.0 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | The problem is that the only feedback a student gets is from other students. I only received 1 feedback from the supposedly 3 each week for 4 weeks. I gave 3 stars because the videos are very good and good concepts but I paid far more money than they now charge. So I doubt I will finish the certificate because the final course relies only on student feedback which is non-existent. | is that the only feedback a | Student | gets is from other students. I | Negative | -0.94 | 0.0 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | The problem is that the only feedback a student gets is from other students. I only received 1 feedback from the supposedly 3 each week for 4 weeks. I gave 3 stars because the videos are very good and good concepts but I paid far more money than they now charge. So I doubt I will finish the certificate because the final course relies only on student feedback which is non-existent. | a student gets is from other | Student | I only received 1 feedback from | Negative | -0.75 | 0.0 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | The problem is that the only feedback a student gets is from other students. I only received 1 feedback from the supposedly 3 each week for 4 weeks. I gave 3 stars because the videos are very good and good concepts but I paid far more money than they now charge. So I doubt I will finish the certificate because the final course relies only on student feedback which is non-existent. | the final course relies only on | Student | feedback which is non-existent. | Negative | -0.82 | 0.0 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | I hope the instructions were cleary and not too vague that it was open to many interpretation. An example would have helped and the rubrics/criteria for grading should have been shown beforehand so students would be guided what points they would consider when making their piece. | should have been shown beforehand so | Student | would be guided what points they | Negative | -0.97 | -0.5 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | Pretty good class; good information. The classmates are engaged and have good feedback to give. I'm frustrated at the lack of instructor (or even staff presence) until at least week 3, when finally a staff member answered *one* of the many student questions that have been piling up. Students are a great resource for critiquing work, but we can't help each other with technical questions, or with assignment clarifications. So there *definitely* needs to be staff on hand for that. | questions that have been piling up. | Student | are a great resource for critiquing | Positive | 0.63 | 0.5 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | The course modules are helpful and easy to follow. I wish to give it 5 stars but because we, students, failed to experience the professor's feedback even in some of our thread, I think 4 stars are enough. | it 5 stars but because we, | Student | failed to experience the professor's feedback | Negative | -0.82 | 0.5 | 0.93 | 0.99 |
| 3KNgoXgcEeWrAxJQXw-8PQ | The video lectures are very nicely done. They outline the basics of how a story line (Plot!) should be, how the characters should be developed and how scenes should be depicted. The tips given are practical and clearly defined - even for noobs The course motivated me to write, to refine my thoughts while writing and since there was always pressure of peers reviewing my work - I always revised what I wrote. I discovered that revision helps immensely, and I found I could express the same things in better ways and using lesser words Some students did have difficulties in understanding assignments - something that can get better with time. Also, I felt some learners received the brunt of bad grading since the grading guidelines weren't clear. Shaving off 1 star due to that | ways and using lesser words Some | Student | did have difficulties in understanding assignments | Positive | 0.85 | 0.5 | 0.93 | 0.99 |
| 3UY0FCmGEeWFggqB2SRvtQ | I loved attending the Modern World, Part one course. I have been a student of history all my life but i learnt a lot during the course. I would like to take up other history courses time permitting in future Thanks | one course. I have been a | Student | of history all my life but | Negative | -0.82 | 1.0 | 0.66 | 1.16 |
| 3UY0FCmGEeWFggqB2SRvtQ | Being a professor as well (though in computer science), I know how hard it is to get the full attention of the students. I congratulate Prof. Zelikow for his achievements. This course has capture my attention and I was eager to watch the next presentation. I learned a lot and I just have a single point (actually a suggestion), which is that each module should finish with a list of literature for those seeking more info on particular topics. Apart from this, a well balanced course. Not easy to put together stuff about 250 years of History. | get the full attention of the | Student | I congratulate Prof. Zelikow for his | Positive | 0.68 | 0.5 | 0.66 | 1.16 |
| 3UY0FCmGEeWFggqB2SRvtQ | I'm enjoying this course very much and looking forward to Part II. I appreciate the approach that ties everything together with larger themes and trends -- and identifies the reasons and motivations behind them as well as identifying regional causes for global events and the impact of global events on individual regions. This class is accessible to students who are not history majors but on the other hand is not simplified -- it's challenging enough to keep intelligent people interested. | regions. This class is accessible to | Student | who are not history majors but | Positive | 0.91 | 1.0 | 0.66 | 1.16 |
| 3UY0FCmGEeWFggqB2SRvtQ | Big thanks to prof. Zelikow and University of Virginia for making history so interesting, and this course a joy to watch. I feel like I got a new perspective of today's world and the processes that will shape our future. I recommend the course to people of all professional backgrounds and interests, even those who never liked history in their student days. | who never liked history in their | Student | days. | Positive | 0.8 | 1.0 | 0.66 | 1.16 |
| 41f7CjlXEeWYbg7p2_3OHQ | The learning has been huge for me. I love this course. It is designed well and delivered beautifully by great professors. I feel lucky to be your students professors! | I feel lucky to be your | Student | professors! | Positive | 0.69 | 1.0 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | Provides frameworks for looking at motivating and de-motivating factors for a team. I appreciate all of the case studies and footage provided as examples. Note for future students: the peer review at the end may take a few days of prep work before actually being able to submit. | provided as examples. Note for future | Student | the peer review at the end | Positive | 0.67 | 1.0 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | Great instructors, clear assignments, and actionable lessons I was able to apply as I was taking the course. Fellow students were engaged and helpful. Both professors provided great lessons and really understand how to present info. | I was taking the course. Fellow | Student | were engaged and helpful. Both professors | Positive | 0.65 | 1.0 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | the only problem i have with this course and the others in this specialization is that the instructors think we are all employed people, leaders, and we are responsible for a team. In fact I am taking this specialization because i will need it in near future. I am a college student and do not have a team i am leading. So some assignments are difficult to complete because they particularly ask you for real life experience, which students my age most probably don't have. | near future. I am a college | Student | and do not have a team | Negative | -0.65 | 0.5 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | the only problem i have with this course and the others in this specialization is that the instructors think we are all employed people, leaders, and we are responsible for a team. In fact I am taking this specialization because i will need it in near future. I am a college student and do not have a team i am leading. So some assignments are difficult to complete because they particularly ask you for real life experience, which students my age most probably don't have. | you for real life experience, which | Student | my age most probably don't have. | Positive | 0.84 | 0.5 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | This is hands down the best MOOC I've taken so far on any subject. Both instructor's lectures excel in both choice and presentation of content, and the writing assignments force students to think about and understand the material to some degree of completion. Suggestions: There should be a non-trivial graded writing assignment every week. In the whole MOOC format, peer-graded writing assignments are the only instrument developed so far serving as a meaningful assessment device while forcing students to think about the material in a more than casual manner. The multiple choice quizzes are easily passed by listening to lectures and the material is quickly forgotten afterwards. Students submitting late may also be given the option to transfer their work so far to the next offering of the class. | content, and the writing assignments force | Student | to think about and understand the | Positive | 0.84 | 1.0 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | This is hands down the best MOOC I've taken so far on any subject. Both instructor's lectures excel in both choice and presentation of content, and the writing assignments force students to think about and understand the material to some degree of completion. Suggestions: There should be a non-trivial graded writing assignment every week. In the whole MOOC format, peer-graded writing assignments are the only instrument developed so far serving as a meaningful assessment device while forcing students to think about the material in a more than casual manner. The multiple choice quizzes are easily passed by listening to lectures and the material is quickly forgotten afterwards. Students submitting late may also be given the option to transfer their work so far to the next offering of the class. | a meaningful assessment device while forcing | Student | to think about the material in | Positive | 0.69 | 1.0 | 0.6 | 1.1 |
| 41f7CjlXEeWYbg7p2_3OHQ | Great content, but it was too easy. I beleive students should have harder tasks to learn. | it was too easy. I beleive | Student | should have harder tasks to learn. | Negative | -0.81 | 0.5 | 0.6 | 1.1 |
| 487jV_KLEeS5LyIAC3lSsg | Organization of the class is clear and easy to follow. However, it might be better to place the Supplementary Readings after the Essential Readings for each unit. At times I would miss these required readings on the outline. Other times I would think they were required readings for the upcoming unit, when in actuality they were still part of the required readings for the previous unit. Most of the time, I come across the supplementary readings after the quiz has been taken. And when you're following the steps on the website the computer screen determines where you go once each step is completed. The quizzes at the end of each unit should be placed at the end of each unit. I appreciate the ability to take quizzes at least three times and that you use the same quiz for each time it is retaken. Something I would change about the quizzes is, that the quizzes display the questions that were asked, instead of just marking with a green check mark or red X next to the number and the question that was asked, once the quiz has been submitted. The videos and transcripts of those videos is very helpful. The videos are very clear and easy to understand. The content of the supplementary readings at times went over my head, but the content is both helpful and useful information.The due dates for each assignment was reasonable and flexible. Aside from including the questions asked for each quiz after submission I would change your policy of establishing the honor code. When attempting to have my picture taken along with my ID to establish identification my head didn't quite line up with the Head Frame displayed on my screen and the button needed to be pressed in order to take the picture. The button was either not visible or the head shot frame was too high up. I understand the need to establish ones identity during online classes, but wouldn't it be better to create a electronic pledge for the students to agree to? One that would uphold and honor the Coursera Honor Code; When someone is asked to type the same sentence repeatedly they're typing speed can increase because of the familiarity of that sentence. Also, the need to take more than one photo of the student before a quiz might make them feel uncomfortable. Especially, when the student is taking a quiz later in the day and may not exactly be "picture really". | create a electronic pledge for the | Student | to agree to? One that would | Negative | -0.66 | 1.0 | 0.69 | 1.24 |
| 487jV_KLEeS5LyIAC3lSsg | Organization of the class is clear and easy to follow. However, it might be better to place the Supplementary Readings after the Essential Readings for each unit. At times I would miss these required readings on the outline. Other times I would think they were required readings for the upcoming unit, when in actuality they were still part of the required readings for the previous unit. Most of the time, I come across the supplementary readings after the quiz has been taken. And when you're following the steps on the website the computer screen determines where you go once each step is completed. The quizzes at the end of each unit should be placed at the end of each unit. I appreciate the ability to take quizzes at least three times and that you use the same quiz for each time it is retaken. Something I would change about the quizzes is, that the quizzes display the questions that were asked, instead of just marking with a green check mark or red X next to the number and the question that was asked, once the quiz has been submitted. The videos and transcripts of those videos is very helpful. The videos are very clear and easy to understand. The content of the supplementary readings at times went over my head, but the content is both helpful and useful information.The due dates for each assignment was reasonable and flexible. Aside from including the questions asked for each quiz after submission I would change your policy of establishing the honor code. When attempting to have my picture taken along with my ID to establish identification my head didn't quite line up with the Head Frame displayed on my screen and the button needed to be pressed in order to take the picture. The button was either not visible or the head shot frame was too high up. I understand the need to establish ones identity during online classes, but wouldn't it be better to create a electronic pledge for the students to agree to? One that would uphold and honor the Coursera Honor Code; When someone is asked to type the same sentence repeatedly they're typing speed can increase because of the familiarity of that sentence. Also, the need to take more than one photo of the student before a quiz might make them feel uncomfortable. Especially, when the student is taking a quiz later in the day and may not exactly be "picture really". | them feel uncomfortable. Especially, when the | Student | is taking a quiz later in | Positive | 0.84 | 1.0 | 0.69 | 1.24 |
| 487jV_KLEeS5LyIAC3lSsg | This course does a great job laying the foundations of a very complicated legal world of digital and other media with repect to what consitutes fair and legal use, verses what is inappropraite use. A Must Take Course for every student who uses the internet. | A Must Take Course for every | Student | who uses the internet. | Positive | 0.96 | 1.0 | 0.69 | 1.24 |
| 52blABnqEeW9dA4X94-nLQ | I am a bit disappointed by this course. I was expecting a more fast paced course with more information regarding Angular. Unfortunately in the videos there is a lot of time spent on unnecessary details and reading out loud the source code. The exercises are quite basic and they did not pose real challenges - except for errors coming from mismatched packages or mistakes in configuration files. Also I think that the level of support provided by the mentors of this course is lacking. Mentors are quite absent and very late in providing any help in the forums so the students have to kind of counsel one another - that is sometimes good but a proper class also requires a good level of supervision. All in all I think this is an OK course that is mostly geared to the uninitiated. It needs some serious work to make it a great course. | help in the forums so the | Student | have to kind of counsel one | Negative | -0.68 | 0.0 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | Overall the course is very good but it gets trickier the further you go, specially if you have no experience in this area whatsoever... Take it from someone who's first contact with Web Development was the first course in this Specialization: "HTML, CSS & JavaScript". My advice to students in a similar situation is to look for other sources of information as well and try to experiment with your code as the lessons go by so you can really grasp the meaning of the pieces of code you're writing. Eventually, they'll start to make sense :-) | & JavaScript" . My advice to | Student | in a similar situation is to | Negative | -0.83 | 0.0 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | Angular JS is a crucial component of all of the internet. Hardly a website exists without it and it's clear that Angular will go places. However, this course fails on a few crucial levels. As such, my review might look scathing and I'll detail why in a minute, but I want you to know that this course is quite possibly invaluable when it comes to web development. Besides, the fixes that would need to be made on the instructor's side are minor, but when working without those fixes, things get infuriatingly frustrating rather quickly. There are errors in the code supplied by the instructor that need to be pointed out by students, scripts sometimes don't work, explanations are sub-par when explaining things such as $scope. There are parts that are seemingly there to pad out the lessons such as Task Runners. Sometimes, doing things exactly the way shown in the video with additional fixes by both the professor and students, it still doesn't work. Some exercises are an hour long for something that won't be quizzed in the end. Understanding that this review was made about a new course that covers something rapidly changing and not persistent, I still did learn a lot of valuable things and I would recommend this course to everyone involved in web development. However, be prepared to question your own sanity, your skills, the software you use, software in general and just despair at times. All in all, it is a price worth paying for the amazing knowledge you gain. | need to be pointed out by | Student | scripts sometimes don't work, explanations are | Negative | -0.91 | -0.5 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | The course is very good. My only point of concern is the installation procedures of packages, where the instructor either is installing an old package or not using any new installation procedures causing students to have a whole lot of issues with setting up their development environment | using any new installation procedures causing | Student | to have a whole lot of | Negative | -0.7 | 0.5 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | Great course, just a few hiccups along the way with setting up environments. Had I not read a bit in the Discussion Forums before I started this course, I would've done the course on Windows and encounter all the problems my classmates did with setting up a development environment on Windows. Students should be advised to do this course on Linux or on a Mac. | up a development environment on Windows. | Student | should be advised to do this | Negative | -0.8 | 0.5 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | I think it's a very good introduction to AngularJS. You learn and understand what you're doing in almost lessons. I'd hardly recommend it to any beginner !!! I found that the 4rth week was very very compressed. You could spend 1 more week explaining all the Front-End tools such as Gulp, Grunt, Yo (Yeoman) etc. And go deeper with the AngularJS as well. In some points I felt myself alone with no teacher support regardless there's a students forum. I'd improve the transparency and the communication teacher-student. Anyway I very happy to spent that time on this course he explains really paciently :D | no teacher support regardless there's a | Student | forum. I'd improve the transparency and | Negative | -0.89 | 0.5 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | Dr Muppala and HKUST have produced a real winner here. The lecture material is explained very well, and the exercises are carefully crafted to focus your attention on the current lesson without being distracted by stuff that is not necessarily relevant. The course builds on previous courses, but those are not necessarily required for understanding this one -- it stands on its own. By the end of the course, the student should have a clear understanding of how Angular.js works, what are its strengths and weaknesses, and how to build applications using this tool set. Supporting tools (build tools, test tools) are also covered. | the end of the course, the | Student | should have a clear understanding of | Positive | 0.69 | 1.0 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | What an awesome course. The teacher is top-class, really knows the subject, and how to continually explain each module. The video exercises are just made for the student to grasp the content. One of the best courses I hev experienced on Coursera. | exercises are just made for the | Student | to grasp the content. One of | Negative | -0.83 | 1.0 | 0.76 | 1.0 |
| 52blABnqEeW9dA4X94-nLQ | The course is very boring and monotonous. It should be made more engaging. One needs to capture the concentration of students for a subject like Angular. | needs to capture the concentration of | Student | for a subject like Angular. | Positive | 0.73 | -1.0 | 0.76 | 1.0 |
| 5c9BeiTUEeW3AhKilvRZ0Q | The course is fine as far as content. My complaint is that there is no one to contact regarding papers or questions. You are left to the other students for your grading and assignment completion, meaning that some of your assignments can hang there for weeks before ever getting reviewed. | You are left to the other | Student | for your grading and assignment completion, | Negative | -0.76 | 0.0 | 0.76 | 1.01 |
| 5c9BeiTUEeW3AhKilvRZ0Q | Great Course, in particular to students whose tongue are not English. | Great Course, in particular to | Student | whose tongue are not English. | Positive | 0.85 | 1.0 | 0.76 | 1.01 |
| 5c9BeiTUEeW3AhKilvRZ0Q | It has good content, but there were missing classes to give more advices or clear any question students have, when grading peer review homeworks there were plenty of mistakes that would have been avoided if there were more video lectures or forums with teachers. | more advices or clear any question | Student | have, when grading peer review homeworks | Negative | -0.79 | 0.0 | 0.76 | 1.01 |
| 5c9BeiTUEeW3AhKilvRZ0Q | It is so beneficial for international students who have been prepared on TOEFL iBT or IELTS. | It is so beneficial for international | Student | who have been prepared on TOEFL | Negative | -0.69 | 1.0 | 0.76 | 1.01 |
| 5c9BeiTUEeW3AhKilvRZ0Q | This advanced writing course illustrates how to writing a longer college essay and guides students all over the world to start their very first writing piece. | a longer college essay and guides | Student | all over the world to start | Negative | -0.88 | 1.0 | 0.76 | 1.01 |
| 5Ih5rOq7EeODsBIxORBKNw | Well-structured and entertaining course, in which basic competitive concepts are issued. I dont rank it with 5 stars because I think they should post the slides of the lessons for the students and they have to add the possibility of paying for a certificate | slides of the lessons for the | Student | and they have to add the | Negative | -0.65 | 0.5 | 0.83 | 1.0 |
| 5Ih5rOq7EeODsBIxORBKNw | I have mixed feelings about this course. From a instructor and content perspective, this is by far the best. Tobias is a great teacher and he explains the concepts very nicely followed up by quizzes. What I hated about this course was the web exprience and how the final questions were set up. It gave a feeling that the intent was to "get you" vusrses questions that were more to see if a student has understood the concepts. Some of the multiple choice answers were borderline and a rational mind could go either way. So my suggestion is to significantly rewamp your quizzes. From a technical perspective, the system did not capture my results the first time, It graded me differently on the same set of questions (this needs to be really looked into) for example the first time I answered the question a certain way, it marked me correct, however the same answer in the next attemp was marked wrong??? This lead to a lot of confusion (and I am not saying because the numbers in the answers were changed on different attemps but the content itself was marked differently). I loved this course and would have loved to attempt the advanced strategy course however but for the above reasons will not. Its dissapointing that although the instructure and content is world class the technical glitches are too many for a student to have a seamless, learning experience. Hope this helps and topics mentioned aboove would be seriously looked into. I want this course to be a success as this the one of the most insightful courses that I have taken. | glitches are too many for a | Student | to have a seamless, learning experience. | Negative | -0.85 | 0.5 | 0.83 | 1.0 |
| 5Ih5rOq7EeODsBIxORBKNw | It is an excellent course. My only feedback is to make it even more interactive that makes the students engage and learn. Also provide more real-life and challenging examples. | even more interactive that makes the | Student | engage and learn. Also provide more | Positive | 0.92 | 0.5 | 0.83 | 1.0 |
| 5Ih5rOq7EeODsBIxORBKNw | excellent course for both beginner and moderately adnvaced economy students and enthusiasts. press Kretchmer is very well spoken and explicit with his content | both beginner and moderately adnvaced economy | Student | and enthusiasts. press Kretchmer is very | Positive | 0.8 | 1.0 | 0.83 | 1.0 |
| 5uXCfFu2EeSU0SIACxCMgg | This course is great! The materials provided are topnotch. In addition, the instructor was very active in the discussion forums during the period i enrolled; He was very helpful. As well as students who had enrolled at that period of time. (July to September 2016) I think anyone with some background in molecular biology can handle this course. Plus, do most of the labs in Firefox or any other browser namely Opera, Safari as an example. Google chrome doesn't support the Java apps you'll use in this course. | was very helpful. As well as | Student | who had enrolled at that period | Positive | 0.96 | 1.0 | 0.89 | 1.19 |
| 5uXCfFu2EeSU0SIACxCMgg | It's great that the course is self-paced, I could start the course immediately to learn things that I immediately need in my work and classes. The bioinformatics tools discussed in this course are very helpful and explained in a clear manner. The instructor provides a lot of useful tips. In all, this course touches upon each of the major fields of bioinformatics that any student entering the field should know. It is suitable for those who are knew to this field, and also fascinating for those who have some prior knowledge. | major fields of bioinformatics that any | Student | entering the field should know. It | Negative | -0.81 | 1.0 | 0.89 | 1.19 |
| 5_M54uIIEeSsKCIAC3iEqA | Among my registered courses in the specialization this course is the one that should be invested with more effort from creators in order to give students more practical lessons. Regards. | from creators in order to give | Student | more practical lessons. Regards. | Negative | -0.66 | 0.0 | 0.84 | 0.86 |
| 5_M54uIIEeSsKCIAC3iEqA | Excellent material, even though students met several problems with the new Coursera platform. I highly recommend this course. | Excellent material, even though | Student | met several problems with the new | Positive | 0.95 | 0.5 | 0.84 | 0.86 |
| 6DwzaCw7EeWGvAojQA48rw | I liked the way each assignment directly built on the previous one, and encouraged me to work on different aspects of a single game. While this is something I did, it was by no means mandatory, students were also free to create entirely new games from one week to the next. | it was by no means mandatory, | Student | were also free to create entirely | Negative | -0.69 | 1.0 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | Nice organisation of course contents. Every stage, you can see your own game getting better. The peer students are especially good! | own game getting better. The peer | Student | are especially good! | Positive | 0.89 | 1.0 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | This course, though fun, was not intensive at all. The main issue I have is probably with the Coursera structure itself. Many of your homework assignments are based off of if people can understand the instructions of the game- which, if you have mostly non-English speakers, sort of takes the homework from being "be creative and challenge yourself" to "make sure everything you write down is 3 words max or else the people GRADING you won't understand it". This is also true when looking at these students' games- when half of your grade depends on your clarity, these kids are ultimately at a disadvantage. I'm sure there were amazing games made by some of the non-English speaking students, but I wasn't able to understand and play many of them. It is fantastic that Coursera is open to everyone, but when your grades are based off of clarity of language, it gets tricky. | also true when looking at these | Student | games- when half of your grade | Negative | -0.9 | -0.5 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | Great course and available for students all levels. | Great course and available for | Student | all levels. | Positive | 0.79 | 1.0 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | I really enjoyed this course! The videos were fun and informational, the assignments were enjoyable, and reviewing other student work was helpful. I also liked hearing from my fellow students and their ideas about my work and improvements I could make. I would give the course five stars except for one thing - there was no one from the university to interact with. No one answered our questions on the forums, so questions went unanswered, ambiguities remained, and some issues grew as we progressed. Someone, even just a grad student or two, needs to be involved with the course in my opinion. | assignments were enjoyable, and reviewing other | Student | work was helpful. I also liked | Positive | 0.96 | 0.5 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | I really enjoyed this course! The videos were fun and informational, the assignments were enjoyable, and reviewing other student work was helpful. I also liked hearing from my fellow students and their ideas about my work and improvements I could make. I would give the course five stars except for one thing - there was no one from the university to interact with. No one answered our questions on the forums, so questions went unanswered, ambiguities remained, and some issues grew as we progressed. Someone, even just a grad student or two, needs to be involved with the course in my opinion. | also liked hearing from my fellow | Student | and their ideas about my work | Positive | 0.84 | 0.5 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | I really enjoyed this course! The videos were fun and informational, the assignments were enjoyable, and reviewing other student work was helpful. I also liked hearing from my fellow students and their ideas about my work and improvements I could make. I would give the course five stars except for one thing - there was no one from the university to interact with. No one answered our questions on the forums, so questions went unanswered, ambiguities remained, and some issues grew as we progressed. Someone, even just a grad student or two, needs to be involved with the course in my opinion. | progressed. Someone, even just a grad | Student | or two, needs to be involved | Negative | -0.87 | 0.5 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | Quite useless. I didnt feel that I learned anything at all. Assingments seem to be dessinged by someone very lazy. The limitations of the assingments do not allow the students to practice what its been tought, but it is asked in the peer assingment from the students to evaluate it!. I understand that when calling it "Introduction", it is supposed to be aimed for people totally starting from 0. But still, I cant see how this course is of any use. It is short and does not cover anything. I am very surpirsed that getting the certificate for this course costs the same (in $) than getting the certificate of the Introduction to Principles of Game Design. Principles of Game Design has more than double hours of classes and in the assingments you actually create a game and practice new stuff. This course was very dissappointing. | the assingments do not allow the | Student | to practice what its been tought, | Negative | -0.7 | -1.0 | 1.13 | 1.15 |
| 6DwzaCw7EeWGvAojQA48rw | Quite useless. I didnt feel that I learned anything at all. Assingments seem to be dessinged by someone very lazy. The limitations of the assingments do not allow the students to practice what its been tought, but it is asked in the peer assingment from the students to evaluate it!. I understand that when calling it "Introduction", it is supposed to be aimed for people totally starting from 0. But still, I cant see how this course is of any use. It is short and does not cover anything. I am very surpirsed that getting the certificate for this course costs the same (in $) than getting the certificate of the Introduction to Principles of Game Design. Principles of Game Design has more than double hours of classes and in the assingments you actually create a game and practice new stuff. This course was very dissappointing. | in the peer assingment from the | Student | to evaluate it! . I understand | Negative | -0.78 | -1.0 | 1.13 | 1.15 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | I appreciate the fact that this course doesn't go into the fine detail on how to code everything, I believe there is still more information on the coding and data management practices that could be included in the course content. In addition to that, I feel the course could use the following adjustments to make it better: 1 - Have Python students grade other Python students and SAS students grade other SAS students. While it is nice to get exposure to another language, it is more than enough to learn one at a time. 2 - Add quizes and/or other well formed questions that are graded (automatically, not peer graded) to help enforce the concepts being taught. 3 - Make the assignment instructions/expectations more clear. I feel there are times when the grading criteria don't exactly match the requested assignment. While people follow the spirit of the assignment, the grading questions may ask for slightly different or additional items. 4 - Certain aspects of statistical analysis are glossed over and should be covered in more depth in the training videos. While I like the short videos for brevity, I would prefer to watch 10-15 minutes more content and really feel like the material was well covered. | it better: 1 - Have Python | Student | grade other Python students and SAS | Negative | -0.93 | 0.0 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | I appreciate the fact that this course doesn't go into the fine detail on how to code everything, I believe there is still more information on the coding and data management practices that could be included in the course content. In addition to that, I feel the course could use the following adjustments to make it better: 1 - Have Python students grade other Python students and SAS students grade other SAS students. While it is nice to get exposure to another language, it is more than enough to learn one at a time. 2 - Add quizes and/or other well formed questions that are graded (automatically, not peer graded) to help enforce the concepts being taught. 3 - Make the assignment instructions/expectations more clear. I feel there are times when the grading criteria don't exactly match the requested assignment. While people follow the spirit of the assignment, the grading questions may ask for slightly different or additional items. 4 - Certain aspects of statistical analysis are glossed over and should be covered in more depth in the training videos. While I like the short videos for brevity, I would prefer to watch 10-15 minutes more content and really feel like the material was well covered. | Have Python students grade other Python | Student | and SAS students grade other SAS | Negative | -0.79 | 0.0 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | I appreciate the fact that this course doesn't go into the fine detail on how to code everything, I believe there is still more information on the coding and data management practices that could be included in the course content. In addition to that, I feel the course could use the following adjustments to make it better: 1 - Have Python students grade other Python students and SAS students grade other SAS students. While it is nice to get exposure to another language, it is more than enough to learn one at a time. 2 - Add quizes and/or other well formed questions that are graded (automatically, not peer graded) to help enforce the concepts being taught. 3 - Make the assignment instructions/expectations more clear. I feel there are times when the grading criteria don't exactly match the requested assignment. While people follow the spirit of the assignment, the grading questions may ask for slightly different or additional items. 4 - Certain aspects of statistical analysis are glossed over and should be covered in more depth in the training videos. While I like the short videos for brevity, I would prefer to watch 10-15 minutes more content and really feel like the material was well covered. | grade other Python students and SAS | Student | grade other SAS students. While it | Negative | -0.74 | 0.0 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | I appreciate the fact that this course doesn't go into the fine detail on how to code everything, I believe there is still more information on the coding and data management practices that could be included in the course content. In addition to that, I feel the course could use the following adjustments to make it better: 1 - Have Python students grade other Python students and SAS students grade other SAS students. While it is nice to get exposure to another language, it is more than enough to learn one at a time. 2 - Add quizes and/or other well formed questions that are graded (automatically, not peer graded) to help enforce the concepts being taught. 3 - Make the assignment instructions/expectations more clear. I feel there are times when the grading criteria don't exactly match the requested assignment. While people follow the spirit of the assignment, the grading questions may ask for slightly different or additional items. 4 - Certain aspects of statistical analysis are glossed over and should be covered in more depth in the training videos. While I like the short videos for brevity, I would prefer to watch 10-15 minutes more content and really feel like the material was well covered. | and SAS students grade other SAS | Student | While it is nice to get | Negative | -0.66 | 0.0 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | I saw little interactions between students and in the discussion list. But I liked to learn a new language! | I saw little interactions between | Student | and in the discussion list. But | Positive | 0.75 | 0.5 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | The perfect pace for students new to statistical programming. | The perfect pace for | Student | new to statistical programming. | Positive | 0.93 | 1.0 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | The content is OK, but that's about it. Near zero interaction from staff, short videos leave a lot to be desired, and worst of all, there seems to be a problem getting everyone's assignments peer reviewed (which makes no sense). There is a somewhat comical thread wherein staff direct students to contact coursera directly via a "contact us" link on a page, but get this, the link isn't there. Students repeatedly pointed this out only to get directed again to the non-existant link. In an online forum it's important to actually address concerns. Replys that avoid directly addressing concerns sound like automated messages. And that's the feeling I get here. This course requires a DIY attitude and a willingness to proceed without feedback. If you're looking for a good example of online learning, look elsewhere. | get this, the link isn't there. | Student | repeatedly pointed this out only to | Negative | -0.87 | -0.5 | 0.91 | 0.97 |
| 6JyoHjVOEeWBMQ5pdIoFkQ | Great course, teaching end-to-end on how to select data, "prep" it up, analyse data using SAS/Python and create custom visualizations. The project based course makes it more enjoyable as students can quickly apply the principles presented in each week's videos. The resources to learn Python and SAS may not be make you a "star" programmer (since this is not a programming course), but are more than adequate to get a newbie learn enough to process data and work effectively. Definitely recommend to anyone to get an excellent head-start on data analysis from a business and academic research perspective. | course makes it more enjoyable as | Student | can quickly apply the principles presented | Positive | 0.97 | 1.0 | 0.91 | 0.97 |
| 6kAowBObEeWfzgpfp_iBVw | Thank you to the instructors and the university! A very interesting course that not only focuses on the content and quality of Scandinavian TV and movie productions but also on the broader (institutional and cultural) framework in which they are produced. I would have rated it 4.5 starts if possible, but as halves are not possible I give it 4. Possible improvements: -the delivery of the course can be a bit livier, smoother; some instructors seem a bit at unease with this format -while an interest in Scandinavian movies and TV series is an implicit prerequisite for a course like this, sometimes simply mentioning 'lists' of directors, movies, series you might never have heard of can make it a bit overwhelming, hard to relate to -students' engagement could be enhanced with more interactive assignments | bit overwhelming, hard to relate to | Student | engagement could be enhanced with more | Positive | 0.98 | 0.5 | 1.15 | 1.22 |
| 6kAowBObEeWfzgpfp_iBVw | This is a lousy course. The subject and material could be interesting; however, the lectures are inanimate and the quizzes are a Rubic's cubes of sudden death with no value to assess whether you've understood the key points of the lectures! While this course was a timed release (implying someone at the U of Copenhagen is involved with it week to week, it feels as if it is an archived course with no live administration; the only interaction you seem to have is with other students. This has got to be the worst Coursera course I have taken and I have taken quite a few. | seem to have is with other | Student | This has got to be the | Negative | -1.0 | -1.0 | 1.15 | 1.22 |
| 6kAowBObEeWfzgpfp_iBVw | I'm three weeks into and really enjoying this course. It's light – about 2-3 hours a week so far, plus maybe one film, feels sufficient. The student is free to choose her degree of intensity. At the same time it opens a richness of vistas on the study of film in general as well as the course content. I think it's a good model for the massive online course: both highly customisable and sufficiently demanding (deadlines are essential) to maintain engagement. | maybe one film, feels sufficient. The | Student | is free to choose her degree | Positive | 0.63 | 1.0 | 1.15 | 1.22 |
| 6lQZLjVvEeWfzhKP8GtZlQ | It was too bad to not permit the students to perform the quizzes! Only if we pay for them! I thought the payment was for the certificate! | too bad to not permit the | Student | to perform the quizzes! Only if | Negative | -0.99 | -1.0 | 1.12 | 1.18 |
| 6lQZLjVvEeWfzhKP8GtZlQ | excellent course! great choice for IT STUDENTS. | excellent course! great choice for IT | Student | | Positive | 0.85 | 0.5 | 1.12 | 1.18 |
| 6lQZLjVvEeWfzhKP8GtZlQ | Thanks a lot for all the instructors and the team behind this course. The content quality reminds me of some agile principles. Simplicity of the words, the illustrations, the examples Feedback from students through the discussions Technical excellence and good design Welcoming change (I've witnessed commitments of the team to improve some points in the content) I'm thrilled to go on and look at the next courses I say Bravo ! Smail | the illustrations, the examples Feedback from | Student | through the discussions Technical excellence and | Positive | 0.65 | 1.0 | 1.12 | 1.18 |
| 6r0j3li_EeWzUQ41NnCQkQ | The entire course was not paced well. The capstone had as much work each week as the other courses had in the entire 6 week course. To make it worse for me the capstone came up at the end of the year when teachers are overloaded already. I ended up having to roll over to the next session 1/2 way through. Work should have been better spread out. I also do not like that you get no real teacher evaluation in a capstone. Meaning a student could take a full 8 courses over a year and then fail when the teachers finally look at all the work in the second capstone. | evaluation in a capstone. Meaning a | Student | could take a full 8 courses | Positive | 0.68 | -1.0 | 1.01 | 1.02 |
| 6r0j3li_EeWzUQ41NnCQkQ | please be nice to Chinese mainland students, the net probelm, just like we can't use google in China, but we need to upload some assginments on it. | please be nice to Chinese mainland | Student | the net probelm, just like we | Negative | -0.68 | 0.5 | 1.01 | 1.02 |
| 71uAg8wYEeSyoSIACwgCjw | Even if you're a rookie teacher, the course turns you into a student first! Excellent material and teaching, but it seems specially geared toward K-12. | the course turns you into a | Student | first! Excellent material and teaching, but | Positive | 0.89 | 0.5 | 0.88 | 1.03 |
| 71uAg8wYEeSyoSIACwgCjw | I took this course because I wanted to implement some changes in my teaching practice. I'm not a rookie teacher anymore, but this course provides some very accurate information and landmarks, and encouraged me a lot. As I am working, the effort is worth it, and perfectly sized : no overload. I could experiment with my own students and implement changes that had very positive impact on their practice. It was a way to practice english too... Thank you very much, I enjoyed being a rookie again and felt that many new things could still happen in this tiring but challenging job. | I could experiment with my own | Student | and implement changes that had very | Negative | -0.8 | 1.0 | 0.88 | 1.03 |
| 7A1yFTaREeWWBQrVFXqd1w | Easy to understand python structure. Even though you are not majoring computer science, it is straightforward to follow course. Lecture video and student note is really helpful too. | to follow course. Lecture video and | Student | note is really helpful too. | Positive | 0.64 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Brief intro to python, good for beginners. Cool professor, especially the wig part. Interviews are also quite meaningful to students who wanna know more about things behind the language. | Interviews are also quite meaningful to | Student | who wanna know more about things | Positive | 0.82 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | It was extremely engaging and informative course! Amazing interaction between student and lecturer. Wonderful course to start to learn not just a Python programming, but Computer Programming in general. | and informative course! Amazing interaction between | Student | and lecturer. Wonderful course to start | Positive | 0.98 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Goes over the fundamental basics of programming quite well. One area for improvement would be more exercises and assignments. Students at this stage in beginning programming could always use more smaller exercises to solidify knowledge. Although it would seem pointless to experienced programmers coming from other languages, I think it would benefit beginners. | would be more exercises and assignments. | Student | at this stage in beginning programming | Negative | -0.65 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Very well explained and made easy to understand for all the students. Great Class to begin the journey of Python. | easy to understand for all the | Student | Great Class to begin the journey | Positive | 0.99 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Good Course for beginners,although students with little coding experience will find this course a little slow. | Good Course for beginners, although | Student | with little coding experience will find | Positive | 0.85 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | The course is fun and challenging at the same time. I have shared this already with my co-faculty and students, hoping they'll have the same experience as I had. | this already with my co-faculty and | Student | hoping they'll have the same experience | Negative | -0.76 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | It's a very useful course for student who have no programming background！ | It's a very useful course for | Student | who have no programming background！ | Positive | 0.76 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Good for students with no programming experience | Good for | Student | with no programming experience | Negative | -0.85 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | It is really a great experience to be a student of Dr. Chuck | a great experience to be a | Student | of Dr. Chuck | Positive | 0.74 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Very very basic intro course... Great for students new to programming without a C, C++ background | intro course. . . Great for | Student | new to programming without a C, | Positive | 0.91 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Good course, a student can catch all necessary skills within the short period of time, thank the awesome professor and the brilliant textbook. | Good course, a | Student | can catch all necessary skills within | Positive | 0.85 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | The lectures are clear and easy to follow. The assignments are interesting, challenging, and actually want the student to pass and understand, instead of being tricky barriers to stop progress. | interesting, challenging, and actually want the | Student | to pass and understand, instead of | Negative | -0.73 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | This is a great course for learning the basics of Python programming. It allows the student have a good grasp of the foundations of Python. | of Python programming. It allows the | Student | have a good grasp of the | Positive | 0.96 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | The course is a very good one for beginners in both programming and Python. The teacher is engaging and easily understood, and the material is good. The course could do with a more systematized "homework" system in addition to the quizzes and assessments, but a well-organized student has all the elements to do additional work by himself if needed. | quizzes and assessments, but a well-organized | Student | has all the elements to do | Positive | 0.63 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Great work, very student friendly and you can't wait to learn more!! | Great work, very | Student | friendly and you can't wait to | Positive | 1.0 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dear Chuck, Can I call you Chuck? Anyway Sir, you are AWESOME!! If I become a programmer in my life, you'll be the only reason for it. You simply are great. I wish I had more teachers like you. I also wish I could meet you and tell you in person, that you are the personification of pure awesomness. Thank you soooooo much Yours truly, A student who absolutely loves you and is eternally grateful to you from the other part of the world :) Keep being awesome!! | you soooooo much Yours truly, A | Student | who absolutely loves you and is | Positive | 0.95 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Having struggled with Python for more than a year and tried different learning materials, I am so happy with the newbie-friendly teaching approach presented in this course. The first few lectures are very helpful as they demystify the conceptual challenges surrounding Python, programming and computers in general--effectively breaking down the psychological barrier common in many students new to programming. I like the textbook and the bonus videos very much, as they offer contextual information about Python and how people are using programming in the real world. I am a big fan of the professor! | the psychological barrier common in many | Student | new to programming. I like the | Positive | 0.85 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | I have taken a handful of programming classes through my university. This one beats them all. Dr. Chuck explains complex concepts in simple terms that even I, a CS student turned Business student, can understand how to communicate with a computer. All I have to say is: thanks, Dr. Chuck! | terms that even I, a CS | Student | turned Business student, can understand how | Negative | -0.8 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Explains concepts very clearly. Anticipates and deals with possible stumbling blocks for students. Quite excellent. | deals with possible stumbling blocks for | Student | Quite excellent. | Positive | 0.95 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | All of the review I've read were that the course was great, so maybe it is me that was the problem. However, as I would go through the written material, I would try to work the problems given as examples, and when they did not work, I was confused and wondered why the example given to teach us would not work. I asked for help a number of times, providing screen shots of the results I got trying to duplicate what the example was supposed to show, and page numbers of where the example was presented in the course materials. One former student basically said that I should not be trying to duplicate the examples, but just accept the concept they were trying to show. Another did a good job of explaining one of my questions, but then all replies to my question ceased. I decide to drop out of the class and try teaching myself, as I have done on everything I have learned about computers since my 1st computer in 1983. I have been very impressed with other courses given by Coursera members, but this one was not one of them. All of the other submissions praise the course, so maybe it is just me, but none of the other submissions mentioned any actual things the course had done - just that it was great. | in the course materials. One former | Student | basically said that I should not | Negative | -0.87 | 0.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | excellent way to present the material and not assume that the student already knows anything. If you are a beginner this is the course for you! | material and not assume that the | Student | already knows anything. If you are | Negative | -0.75 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr.Chuck is really a cool teacher.This course amazing for student who first learn python(or programming) | cool teacher. This course amazing for | Student | who first learn python(or programming) | Positive | 0.88 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | I really had good time learning this course. And this course instructor Charles Severance gave amazing details and intro towards programming, many lecturers just go with direct definitions and concepts present in some textbook but don't go with simplicity. Many new students need something that is simple and clear so I think sir Charles is best in doing that and hes my favourite lecturer now. If the courses are this fun and interesting I wouldn't mind paying for it. | don't go with simplicity. Many new | Student | need something that is simple and | Negative | -0.78 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | This is really an amazing course and the thing that makes it more amazing is the course instructor. He is a very good teacher. He know how to teach students at THEIR level. Loving this course so far. | teacher. He know how to teach | Student | at THEIR level. Loving this course | Positive | 0.72 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Well structured. Easy to follow videos and excellent student notes with examples. Access to the textbook is a great plus. | Easy to follow videos and excellent | Student | notes with examples. Access to the | Positive | 1.0 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | i am really in love by the way they teach the method for teaching is so perfect by taking quiz ,assinments and all that helps students to know about himself/herself. and the bonus videos of interviews of great founders and CEO's inspire students to do something more creative for the next time and most important student's saturated notes. they helped you out to clear your concepts more precise so my advice to all newcomers is to take a brief look on notes. and also Dr. Charles Severance and his team deserves a hats-off for his hard-work. love this course....thanks | , assinments and all that helps | Student | to know about himself/herself. and the | Positive | 0.74 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | i am really in love by the way they teach the method for teaching is so perfect by taking quiz ,assinments and all that helps students to know about himself/herself. and the bonus videos of interviews of great founders and CEO's inspire students to do something more creative for the next time and most important student's saturated notes. they helped you out to clear your concepts more precise so my advice to all newcomers is to take a brief look on notes. and also Dr. Charles Severance and his team deserves a hats-off for his hard-work. love this course....thanks | the next time and most important | Student | saturated notes. they helped you out | Positive | 0.75 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr. Chuck is deeply inspiring in the way he makes this course so much more than just some information you could find in a book or internet forum. It's noticeable how he cares for keeping students interested, motivated and how not only he wants us to learn python, but to learn how to learn. | noticeable how he cares for keeping | Student | interested, motivated and how not only | Negative | -0.95 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Excellent introduction! Instruction, materials, and tasks help students get a solid foundation of the Python language. | introduction! Instruction, materials, and tasks help | Student | get a solid foundation of the | Positive | 0.88 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | I really enjoyed my time with this online experience. Though I managed to get thru most of the course without having to post a question, I did realize in the end how easy and responsive the course TA's are in follow up. And there is also the community of other students whom I was able to learn from in seeing their questions and answer sessions. You have no idea how important it was for me to be able to review the material in snippets in my day and then review it again and again so that I could comprehend the nuances of the lessons. Amazing, I wish I had this when I was in my undergrad days. | is also the community of other | Student | whom I was able to learn | Positive | 0.91 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | I am a beginner in programming.. Never felt this curious and engaged in a course till date... Very well designed to keep a student motivated curious and interested.. I am enjoying this a lot :-) | Very well designed to keep a | Student | motivated curious and interested. . I | Positive | 0.81 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Very informative course. Anyone who wants to start learning python, should start with this course and subsequently opt for other courses into Python specialization. And, 5 out of 5 for Dr. Charles Severance and team. Love the way this course content is structured and is presented to students. Thanks, Rakesh | is structured and is presented to | Student | Thanks, Rakesh | Positive | 0.68 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | it was a great course. Mr. Chuck, knows how to teach quality material to the masses. i would only suggest that on the programming assignments, it would be best if the instructor doesn't write half of the code. one reason is that having some of the code written would make that student think that the piece of code provided must be a part of the whole code. and as i worked on the programming assignments i realized that much of the code provided wasn't needed, in fact it took me longer than necessary to solve the assignments because i kept using the code provided, and upon solving the assignment none of the code that was provided was a part of the code i wrote. .... on to the next course. Data Structure. thank you coursera and UM. | the code written would make that | Student | think that the piece of code | Negative | -0.74 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | hope there will be more interact among students who follow the same course；） | there will be more interact among | Student | who follow the same course；） | Positive | 0.96 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr. Chuck is da man! Awesome class. Dr. Chuck touched upon all the nuances of basic Python that most students are too embarrassed to ask about but which are nevertheless mission-critical to effective programming. This capacity to address unspoken concerns both in presentations and assignments is one of the secrets of a good MOOC professor since students can't ask questions. This class is especially useful for those students who just completed codecademy.com's Python class since it explicitly addresses several issues that weren't addressed there. Finally, no one can rival Dr. Chuck's ability to access celebrity programmers whose presence adds an important dimension of context and helps students feel like they already belong to the international community of coders. Job well done. | nuances of basic Python that most | Student | are too embarrassed to ask about | Negative | -0.96 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr. Chuck is da man! Awesome class. Dr. Chuck touched upon all the nuances of basic Python that most students are too embarrassed to ask about but which are nevertheless mission-critical to effective programming. This capacity to address unspoken concerns both in presentations and assignments is one of the secrets of a good MOOC professor since students can't ask questions. This class is especially useful for those students who just completed codecademy.com's Python class since it explicitly addresses several issues that weren't addressed there. Finally, no one can rival Dr. Chuck's ability to access celebrity programmers whose presence adds an important dimension of context and helps students feel like they already belong to the international community of coders. Job well done. | of a good MOOC professor since | Student | can't ask questions. This class is | Negative | -0.66 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr. Chuck is da man! Awesome class. Dr. Chuck touched upon all the nuances of basic Python that most students are too embarrassed to ask about but which are nevertheless mission-critical to effective programming. This capacity to address unspoken concerns both in presentations and assignments is one of the secrets of a good MOOC professor since students can't ask questions. This class is especially useful for those students who just completed codecademy.com's Python class since it explicitly addresses several issues that weren't addressed there. Finally, no one can rival Dr. Chuck's ability to access celebrity programmers whose presence adds an important dimension of context and helps students feel like they already belong to the international community of coders. Job well done. | class is especially useful for those | Student | who just completed codecademy. com's Python | Positive | 0.66 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr. Chuck is da man! Awesome class. Dr. Chuck touched upon all the nuances of basic Python that most students are too embarrassed to ask about but which are nevertheless mission-critical to effective programming. This capacity to address unspoken concerns both in presentations and assignments is one of the secrets of a good MOOC professor since students can't ask questions. This class is especially useful for those students who just completed codecademy.com's Python class since it explicitly addresses several issues that weren't addressed there. Finally, no one can rival Dr. Chuck's ability to access celebrity programmers whose presence adds an important dimension of context and helps students feel like they already belong to the international community of coders. Job well done. | important dimension of context and helps | Student | feel like they already belong to | Negative | -0.75 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Just finished the course "a little bit" ahead of February. Would have been a resounding five-star review but some "mentor" thought it necessary to hijack a thread by a student asking about the necessity of more than one "break" in a while loop to lecture about what constitutes pseudo-code and what does not on a non-assignment question. This didn't contribute to the original posters question. Despite that Dr. Chuck's courses are always a real pleasure! | to hijack a thread by a | Student | asking about the necessity of more | Positive | 0.89 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | 比较好的入门课。 For high-level students , the video about some famous people is good. | 比较好的入门课。 For high-level | Student | , the video about some famous | Negative | -0.83 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Prof. Charls use a number of easy-understanding samples to get student involved in computing logic. I like his humor, his dedication and his special manner of being interactive with remote students. | number of easy-understanding samples to get | Student | involved in computing logic. I like | Negative | -0.72 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Prof. Charls use a number of easy-understanding samples to get student involved in computing logic. I like his humor, his dedication and his special manner of being interactive with remote students. | manner of being interactive with remote | Student | | Negative | -0.69 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Any one that can teach a student like me is a genius... Thanks Dr. Chuck! | Any one that can teach a | Student | like me is a genius. . | Positive | 0.91 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Dr. Chuck is very good at teaching this class! His dedication to this course makes students know more about the essence of Python! Go Dr. Chuck! Go Python! | His dedication to this course makes | Student | know more about the essence of | Positive | 0.93 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | It was too easy and very basic. Not challenging enough. but maybe I wasn't the right student for the class. The lectures are too slow and repetitive too. | but maybe I wasn't the right | Student | for the class. The lectures are | Negative | -0.94 | -0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | I suggest this course for beginner students, mainly those don't basic kwonledge in computer. | I suggest this course for beginner | Student | mainly those don't basic kwonledge in | Negative | -0.64 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | A great course for the beginners!!! And a good and funny professor at the helm of the course!!! A really good experience for the students!!! Thank you, sir!!! | A really good experience for the | Student | ! ! Thank you, sir! ! | Positive | 0.89 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | This is a great course!! It moves a good pace and allows those with full time job to continue to learn and sharpen their skills. I love the material that they make available to the students, it is very helpful! | that they make available to the | Student | it is very helpful! | Positive | 0.84 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | such a great class. The class aim to give beginners a really nice and easy start so the students who are new to programming will not be intimated or frustrated. The professor is very funny and knowledgeable and make the whole class great fun. I really enjoyed the class and ready to finish the class and move on to the 2nd Python serie class. | nice and easy start so the | Student | who are new to programming will | Positive | 0.69 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Is an excelent introductury course for people interested in programming. Even, if the programming language is Python, the course gives the student the base of programming in an easy and understandable way. I am happy to have done this course. Thanks for the teacher. | is Python, the course gives the | Student | the base of programming in an | Positive | 0.71 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | This is a course that would be helpful to complete programming novices. Any prior knowledge of programming is likely to render it useless to the student. That being said, a programming newbie should have no problem following it. The professor speaks slower than necessary. 1.75x or 2x speeds make the pace more manageable and is still easy to follow. In addition, it uses an old version of Python, which tends to make the exercises slightly annoying. | to render it useless to the | Student | That being said, a programming newbie | Negative | -0.83 | 0.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Covers the very basics of python. Even if you are new to programming (not only python), this course gets your simple programming knowledge right. Charles is one of the best professor i have seen, who involves his student in the video lectures. | i have seen, who involves his | Student | in the video lectures. | Negative | -0.68 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Good training material, easy to comprehend by new programming students. Still some background in programming is helpful. | easy to comprehend by new programming | Student | Still some background in programming is | Positive | 0.84 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | Really good start to get the basics down in Python. Would recommend to students that want to learn Python. However I would recommend upgrading the class to use Python 3. | down in Python. Would recommend to | Student | that want to learn Python. However | Positive | 0.81 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | All lectures are presented very professionally and in form which is easy to understand. Steady progress easy to learn. Unfortunately practical part doesn't allow too much flexibility to play with the code. To do extra work, add some features, be just little more creative. I understand that it was graded by program and needs to have some limits but this can be solved by given hard criteria that needs to be met and peer assessment grading which will wider students horizon by checking others code. To see others ideas. This missing spark for creativity make me to give "only" 4 starts. In whole it is great course worth any minute spend. Thank you. Vlad | peer assessment grading which will wider | Student | horizon by checking others code. To | Positive | 0.89 | 0.5 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | I enjoyed this course. Thank you, Mr. Charles Severance for elaborate teaching and for making the sessions interesting with all the questions asked and time given for students to pause - think and continue. Since I had prior experience in programming I found it easy to clear this course. I will be enrolling for the next course in Python offered by you. This is my first Coursera course and I am impressed! | questions asked and time given for | Student | to pause - think and continue. | Positive | 0.66 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | This is great thing for students to learn by computers. Thank you for this great thing. | This is great thing for | Student | to learn by computers. Thank you | Positive | 0.92 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | It is just amazing course for student who want to start learning. The content of this course is arranged such that student is completely understand why you study this course? and all those type of questions.. | It is just amazing course for | Student | who want to start learning. The | Positive | 0.79 | 1.0 | 0.78 | 1.23 |
| 7A1yFTaREeWWBQrVFXqd1w | It is just amazing course for student who want to start learning. The content of this course is arranged such that student is completely understand why you study this course? and all those type of questions.. | this course is arranged such that | Student | is completely understand why you study | Negative | -0.88 | 1.0 | 0.78 | 1.23 |
| 7Sx79iWNEeWs4gorU6Q1Yw | This course is very important to students and researchers. Thank you you very much. | This course is very important to | Student | and researchers. Thank you you very | Positive | 0.87 | 1.0 | 0.77 | 1.06 |
| 7Sx79iWNEeWs4gorU6Q1Yw | very fundamental. however, I do think it was a bit bold to state that on completion of the course that students would have the skills to write essays independently. Following the grading of some peer assignments, I would be concerned if that were still the case. Otherwise, I found some useful tools for writing in all the courses. Thank you. | on completion of the course that | Student | would have the skills to write | Negative | -0.9 | 0.5 | 0.77 | 1.06 |
| 7Sx79iWNEeWs4gorU6Q1Yw | I'm still taking this course. As a masters student, I'm going to apply the knowledge to my dissertation. As a result, success is certain. | taking this course. As a masters | Student | I'm going to apply the knowledge | Negative | -0.63 | 1.0 | 0.77 | 1.06 |
| 84pGjiPgEeWKeQ6ae81EbQ | This course is up to the Bocconi reputation. Is very useful for students who want to start to undestand the PE and VC world or for professional who want to understand better some mechanisms behind the PE and VC. | Bocconi reputation. Is very useful for | Student | who want to start to undestand | Negative | -0.75 | 1.0 | 0.6 | 1.26 |
| 84pGjiPgEeWKeQ6ae81EbQ | An awesome course for the students who want to pursue a career as Private Equity Analyst. This course is an excellent overview of Private Equity and Venture Capital business model used in the field of the finance. Everything is explained very well. The presentation is kept short and informative with good slides. The exercises are interesting and fun to do. They help a lot to learn the course material. I highly recommend this course. Thank You! | An awesome course for the | Student | who want to pursue a career | Positive | 0.86 | 1.0 | 0.6 | 1.26 |
| 84pGjiPgEeWKeQ6ae81EbQ | The course is a good starting point for students who are interested in Private Equity. The content is rigorous and explore all the basic principles in different fields (tax, legal and financial issues). Therefore, I highly recommand this course. Many thanks professor Stefano Caselli, it was a good experience. | is a good starting point for | Student | who are interested in Private Equity. | Positive | 0.73 | 1.0 | 0.6 | 1.26 |
| 84pGjiPgEeWKeQ6ae81EbQ | The Course is very informative and inculcates the students with various nuances of the Private Equity business. This course is a must for all those looking out to make a career in private equity | is very informative and inculcates the | Student | with various nuances of the Private | Positive | 0.96 | 1.0 | 0.6 | 1.26 |
| 8LAp90EaEeWZtA4u62x6lQ | In my opinion this course does not fit to the specialization well. Not sure how big proportion of the specialization students have a background different from data science and are going to manage the data science team. | how big proportion of the specialization | Student | have a background different from data | Positive | 0.75 | -0.5 | 0.87 | 0.94 |
| 8LAp90EaEeWZtA4u62x6lQ | This is a great course and a daring venture for what is really an art form, beyond it's scientific requirements. This part of the specialization needs a little refinement. I posted this in the discussion forum. · 7 days ago · Edited First of all.....these guys running this data science department have their hands full. They are teaching live classes for students who have spent OODLES (lots) of money to attend this prestigious college . Johns Hopkins is about as good as it gets for a medical degree. Then they are doing experiments and other data science for the research division of Johns Hopkins which is also as good as it gets........THEN they are doing these MOOC courses on top of all their other responsibilities......Dr. Leek is a University of Washington Alumni, which is also top notch for Data Science. The video lesson is flawed, there is no denying it. But I must say these teachers are very open to improvement in the course and your comments on what could be better done are received and acted upon, so I would include them in your thank you letter to the teachers. ALSO I think these MOOC courses are best done by all members of the department contributing. Truly this field IS a team sport. I feel this course was good, but the videos need to be edited and scripted, so unnecessary language, which dilutes the core knowledge, that must be learned, is not diluted where questions are left in the students head about content when being tested. I learned long ago in a college calculus class that if your mark isn't perfect, it's OK, so long as you pass with a high score......even if it is the teachers fault. The course could use better video production with teleprompter scripting......maybe some AV students at Johns Hopkins could get on board. it will happen eventually I'm sure. You want to take a course that is absolutely one of the best courses I've taken anywhere and truly the best online. Try the number one business course on Coursera: GROW TO GREATNESS, either part 1 or 2, University of Virginia, Darden School Of Business...........A team created course with one helluva a teacher who is a business person, researcher and award-winning writer. I would recommend this course to ANY student and especially E-Teachers. The problem with this course is that there is a lot of information that can be included but may not be absolutely necessary as a "core concept". Needless to say, the more technical skills any employee has, the more insight they will have into their teammate's skills, as well, as the overall mission of the data department and the business it serves. I'm more of a tech and infrastructure person, I'm not real passionate about coding. I find it tedious. The more I learn about it, the more I enjoy it, albeit, from a distance. I can't see myself creating great blocks of scripts, but the more I know about how they are created AND what rules the code in a project must abide by, the better my skills will be as a data center manager. So I'm trying to learn as much as possible about R, Python, and companion programs like ggvis for creating visualizations. I'd say visualizations are an essential skill for a data manager, since you have to present results and projects, questions, and answers to higher ups and other departments. this link comes from the resource section of this course: https://www.datacamp.com/courses/ggvis-data-visualization-r-tutorial This link or URL is of much more value to me, than a flawed test question and a reduction in my 100 percent average in the specialization. Without this lesson, in this course, I would not have this valuable resource. Another great link, which has a great FREE print publication as well: http://www.processor.com/ ...these people have been advising data center managers longer than just about anybody ! Verbally and in the transcript are some nebulous statements that point toward the main idea, that concept being: the more any employee, on any data science or technical team member IS, a "jack of all trades", the better. So that could have been included in some more general way on the quiz, because really that is pretty much a general rule, I've found, working in ANY capacity in the tech industry. I have done a great deal of audio editing, working at numerous radio stations, with Adobe Audition. With others like: Pro Tools, or any other really good quality AV digital editor the result is streamlined, near seamless, audio-video, or one or the other. You just learn how to read and edit wave forms of all kinds. Years ago, in Dallas, Texas, attending Richland College. I learned a valuable lesson. I was taking a college level Calc-Trig math class being taught by the regular professor's WIFE. I don't know if the professor was sick, but this woman, who was teaching the class for the whole semester, frankly, was not qualified. I had always been considered an illiterate by my high school math teachers, a married couple who, frankly, were highly abnormal even on the geekiest scale. These people were acting like they were a world above most people in the class. Needless to say, I assumed, by their "adult" opinions, they were sent by God Himself, to educate me thru denigration. I was amazed, how 10 years later, in College math how well I was doing. I was carrying a 100 percent average ! So midterm this faux professor declares, "I'll be prefiguring all the arithmetic to be easy, so you won't have to bring your calculators !" SO I DIDN'T.......and of course the teacher's wife proclaims....."I didn't have time to make the arithmetic easy so you'd better use your calculators !" I literally had pages and pages of figuring in handwriting accompanying my 3 page test. The result was a C plus on the test. I angrily told the sub teacher "I did not bring a calculator to this test because you said it wouldn't be necessary, therefore I must be allowed to redo this test with a calculator !" She of course relented, "No that won't be possible...that's not a bad grade...." she continued, "what are you worried about ?"........ I was so peeved, I was going to drop the class. It was too late in the semester, and I was so disgusted with this woman's cavalier dismissal of my perfect grade that I just stopped going to class. The result was a failing final grade. Who ultimately suffered from this dilemma ? That, albeit, unfairly was me.....who created this "academic" tragedy, by the aggravation of a deeply flawed situation. Once again, that would be me. | They are teaching live classes for | Student | who have spent OODLES (lots) of | Negative | -0.69 | 0.5 | 0.87 | 0.94 |
| 8LAp90EaEeWZtA4u62x6lQ | This is a great course and a daring venture for what is really an art form, beyond it's scientific requirements. This part of the specialization needs a little refinement. I posted this in the discussion forum. · 7 days ago · Edited First of all.....these guys running this data science department have their hands full. They are teaching live classes for students who have spent OODLES (lots) of money to attend this prestigious college . Johns Hopkins is about as good as it gets for a medical degree. Then they are doing experiments and other data science for the research division of Johns Hopkins which is also as good as it gets........THEN they are doing these MOOC courses on top of all their other responsibilities......Dr. Leek is a University of Washington Alumni, which is also top notch for Data Science. The video lesson is flawed, there is no denying it. But I must say these teachers are very open to improvement in the course and your comments on what could be better done are received and acted upon, so I would include them in your thank you letter to the teachers. ALSO I think these MOOC courses are best done by all members of the department contributing. Truly this field IS a team sport. I feel this course was good, but the videos need to be edited and scripted, so unnecessary language, which dilutes the core knowledge, that must be learned, is not diluted where questions are left in the students head about content when being tested. I learned long ago in a college calculus class that if your mark isn't perfect, it's OK, so long as you pass with a high score......even if it is the teachers fault. The course could use better video production with teleprompter scripting......maybe some AV students at Johns Hopkins could get on board. it will happen eventually I'm sure. You want to take a course that is absolutely one of the best courses I've taken anywhere and truly the best online. Try the number one business course on Coursera: GROW TO GREATNESS, either part 1 or 2, University of Virginia, Darden School Of Business...........A team created course with one helluva a teacher who is a business person, researcher and award-winning writer. I would recommend this course to ANY student and especially E-Teachers. The problem with this course is that there is a lot of information that can be included but may not be absolutely necessary as a "core concept". Needless to say, the more technical skills any employee has, the more insight they will have into their teammate's skills, as well, as the overall mission of the data department and the business it serves. I'm more of a tech and infrastructure person, I'm not real passionate about coding. I find it tedious. The more I learn about it, the more I enjoy it, albeit, from a distance. I can't see myself creating great blocks of scripts, but the more I know about how they are created AND what rules the code in a project must abide by, the better my skills will be as a data center manager. So I'm trying to learn as much as possible about R, Python, and companion programs like ggvis for creating visualizations. I'd say visualizations are an essential skill for a data manager, since you have to present results and projects, questions, and answers to higher ups and other departments. this link comes from the resource section of this course: https://www.datacamp.com/courses/ggvis-data-visualization-r-tutorial This link or URL is of much more value to me, than a flawed test question and a reduction in my 100 percent average in the specialization. Without this lesson, in this course, I would not have this valuable resource. Another great link, which has a great FREE print publication as well: http://www.processor.com/ ...these people have been advising data center managers longer than just about anybody ! Verbally and in the transcript are some nebulous statements that point toward the main idea, that concept being: the more any employee, on any data science or technical team member IS, a "jack of all trades", the better. So that could have been included in some more general way on the quiz, because really that is pretty much a general rule, I've found, working in ANY capacity in the tech industry. I have done a great deal of audio editing, working at numerous radio stations, with Adobe Audition. With others like: Pro Tools, or any other really good quality AV digital editor the result is streamlined, near seamless, audio-video, or one or the other. You just learn how to read and edit wave forms of all kinds. Years ago, in Dallas, Texas, attending Richland College. I learned a valuable lesson. I was taking a college level Calc-Trig math class being taught by the regular professor's WIFE. I don't know if the professor was sick, but this woman, who was teaching the class for the whole semester, frankly, was not qualified. I had always been considered an illiterate by my high school math teachers, a married couple who, frankly, were highly abnormal even on the geekiest scale. These people were acting like they were a world above most people in the class. Needless to say, I assumed, by their "adult" opinions, they were sent by God Himself, to educate me thru denigration. I was amazed, how 10 years later, in College math how well I was doing. I was carrying a 100 percent average ! So midterm this faux professor declares, "I'll be prefiguring all the arithmetic to be easy, so you won't have to bring your calculators !" SO I DIDN'T.......and of course the teacher's wife proclaims....."I didn't have time to make the arithmetic easy so you'd better use your calculators !" I literally had pages and pages of figuring in handwriting accompanying my 3 page test. The result was a C plus on the test. I angrily told the sub teacher "I did not bring a calculator to this test because you said it wouldn't be necessary, therefore I must be allowed to redo this test with a calculator !" She of course relented, "No that won't be possible...that's not a bad grade...." she continued, "what are you worried about ?"........ I was so peeved, I was going to drop the class. It was too late in the semester, and I was so disgusted with this woman's cavalier dismissal of my perfect grade that I just stopped going to class. The result was a failing final grade. Who ultimately suffered from this dilemma ? That, albeit, unfairly was me.....who created this "academic" tragedy, by the aggravation of a deeply flawed situation. Once again, that would be me. | where questions are left in the | Student | head about content when being tested. | Negative | -0.78 | 0.5 | 0.87 | 0.94 |
| 8LAp90EaEeWZtA4u62x6lQ | This is a great course and a daring venture for what is really an art form, beyond it's scientific requirements. This part of the specialization needs a little refinement. I posted this in the discussion forum. · 7 days ago · Edited First of all.....these guys running this data science department have their hands full. They are teaching live classes for students who have spent OODLES (lots) of money to attend this prestigious college . Johns Hopkins is about as good as it gets for a medical degree. Then they are doing experiments and other data science for the research division of Johns Hopkins which is also as good as it gets........THEN they are doing these MOOC courses on top of all their other responsibilities......Dr. Leek is a University of Washington Alumni, which is also top notch for Data Science. The video lesson is flawed, there is no denying it. But I must say these teachers are very open to improvement in the course and your comments on what could be better done are received and acted upon, so I would include them in your thank you letter to the teachers. ALSO I think these MOOC courses are best done by all members of the department contributing. Truly this field IS a team sport. I feel this course was good, but the videos need to be edited and scripted, so unnecessary language, which dilutes the core knowledge, that must be learned, is not diluted where questions are left in the students head about content when being tested. I learned long ago in a college calculus class that if your mark isn't perfect, it's OK, so long as you pass with a high score......even if it is the teachers fault. The course could use better video production with teleprompter scripting......maybe some AV students at Johns Hopkins could get on board. it will happen eventually I'm sure. You want to take a course that is absolutely one of the best courses I've taken anywhere and truly the best online. Try the number one business course on Coursera: GROW TO GREATNESS, either part 1 or 2, University of Virginia, Darden School Of Business...........A team created course with one helluva a teacher who is a business person, researcher and award-winning writer. I would recommend this course to ANY student and especially E-Teachers. The problem with this course is that there is a lot of information that can be included but may not be absolutely necessary as a "core concept". Needless to say, the more technical skills any employee has, the more insight they will have into their teammate's skills, as well, as the overall mission of the data department and the business it serves. I'm more of a tech and infrastructure person, I'm not real passionate about coding. I find it tedious. The more I learn about it, the more I enjoy it, albeit, from a distance. I can't see myself creating great blocks of scripts, but the more I know about how they are created AND what rules the code in a project must abide by, the better my skills will be as a data center manager. So I'm trying to learn as much as possible about R, Python, and companion programs like ggvis for creating visualizations. I'd say visualizations are an essential skill for a data manager, since you have to present results and projects, questions, and answers to higher ups and other departments. this link comes from the resource section of this course: https://www.datacamp.com/courses/ggvis-data-visualization-r-tutorial This link or URL is of much more value to me, than a flawed test question and a reduction in my 100 percent average in the specialization. Without this lesson, in this course, I would not have this valuable resource. Another great link, which has a great FREE print publication as well: http://www.processor.com/ ...these people have been advising data center managers longer than just about anybody ! Verbally and in the transcript are some nebulous statements that point toward the main idea, that concept being: the more any employee, on any data science or technical team member IS, a "jack of all trades", the better. So that could have been included in some more general way on the quiz, because really that is pretty much a general rule, I've found, working in ANY capacity in the tech industry. I have done a great deal of audio editing, working at numerous radio stations, with Adobe Audition. With others like: Pro Tools, or any other really good quality AV digital editor the result is streamlined, near seamless, audio-video, or one or the other. You just learn how to read and edit wave forms of all kinds. Years ago, in Dallas, Texas, attending Richland College. I learned a valuable lesson. I was taking a college level Calc-Trig math class being taught by the regular professor's WIFE. I don't know if the professor was sick, but this woman, who was teaching the class for the whole semester, frankly, was not qualified. I had always been considered an illiterate by my high school math teachers, a married couple who, frankly, were highly abnormal even on the geekiest scale. These people were acting like they were a world above most people in the class. Needless to say, I assumed, by their "adult" opinions, they were sent by God Himself, to educate me thru denigration. I was amazed, how 10 years later, in College math how well I was doing. I was carrying a 100 percent average ! So midterm this faux professor declares, "I'll be prefiguring all the arithmetic to be easy, so you won't have to bring your calculators !" SO I DIDN'T.......and of course the teacher's wife proclaims....."I didn't have time to make the arithmetic easy so you'd better use your calculators !" I literally had pages and pages of figuring in handwriting accompanying my 3 page test. The result was a C plus on the test. I angrily told the sub teacher "I did not bring a calculator to this test because you said it wouldn't be necessary, therefore I must be allowed to redo this test with a calculator !" She of course relented, "No that won't be possible...that's not a bad grade...." she continued, "what are you worried about ?"........ I was so peeved, I was going to drop the class. It was too late in the semester, and I was so disgusted with this woman's cavalier dismissal of my perfect grade that I just stopped going to class. The result was a failing final grade. Who ultimately suffered from this dilemma ? That, albeit, unfairly was me.....who created this "academic" tragedy, by the aggravation of a deeply flawed situation. Once again, that would be me. | . . . maybe some AV | Student | at Johns Hopkins could get on | Negative | -0.88 | 0.5 | 0.87 | 0.94 |
| 8LAp90EaEeWZtA4u62x6lQ | This is a great course and a daring venture for what is really an art form, beyond it's scientific requirements. This part of the specialization needs a little refinement. I posted this in the discussion forum. · 7 days ago · Edited First of all.....these guys running this data science department have their hands full. They are teaching live classes for students who have spent OODLES (lots) of money to attend this prestigious college . Johns Hopkins is about as good as it gets for a medical degree. Then they are doing experiments and other data science for the research division of Johns Hopkins which is also as good as it gets........THEN they are doing these MOOC courses on top of all their other responsibilities......Dr. Leek is a University of Washington Alumni, which is also top notch for Data Science. The video lesson is flawed, there is no denying it. But I must say these teachers are very open to improvement in the course and your comments on what could be better done are received and acted upon, so I would include them in your thank you letter to the teachers. ALSO I think these MOOC courses are best done by all members of the department contributing. Truly this field IS a team sport. I feel this course was good, but the videos need to be edited and scripted, so unnecessary language, which dilutes the core knowledge, that must be learned, is not diluted where questions are left in the students head about content when being tested. I learned long ago in a college calculus class that if your mark isn't perfect, it's OK, so long as you pass with a high score......even if it is the teachers fault. The course could use better video production with teleprompter scripting......maybe some AV students at Johns Hopkins could get on board. it will happen eventually I'm sure. You want to take a course that is absolutely one of the best courses I've taken anywhere and truly the best online. Try the number one business course on Coursera: GROW TO GREATNESS, either part 1 or 2, University of Virginia, Darden School Of Business...........A team created course with one helluva a teacher who is a business person, researcher and award-winning writer. I would recommend this course to ANY student and especially E-Teachers. The problem with this course is that there is a lot of information that can be included but may not be absolutely necessary as a "core concept". Needless to say, the more technical skills any employee has, the more insight they will have into their teammate's skills, as well, as the overall mission of the data department and the business it serves. I'm more of a tech and infrastructure person, I'm not real passionate about coding. I find it tedious. The more I learn about it, the more I enjoy it, albeit, from a distance. I can't see myself creating great blocks of scripts, but the more I know about how they are created AND what rules the code in a project must abide by, the better my skills will be as a data center manager. So I'm trying to learn as much as possible about R, Python, and companion programs like ggvis for creating visualizations. I'd say visualizations are an essential skill for a data manager, since you have to present results and projects, questions, and answers to higher ups and other departments. this link comes from the resource section of this course: https://www.datacamp.com/courses/ggvis-data-visualization-r-tutorial This link or URL is of much more value to me, than a flawed test question and a reduction in my 100 percent average in the specialization. Without this lesson, in this course, I would not have this valuable resource. Another great link, which has a great FREE print publication as well: http://www.processor.com/ ...these people have been advising data center managers longer than just about anybody ! Verbally and in the transcript are some nebulous statements that point toward the main idea, that concept being: the more any employee, on any data science or technical team member IS, a "jack of all trades", the better. So that could have been included in some more general way on the quiz, because really that is pretty much a general rule, I've found, working in ANY capacity in the tech industry. I have done a great deal of audio editing, working at numerous radio stations, with Adobe Audition. With others like: Pro Tools, or any other really good quality AV digital editor the result is streamlined, near seamless, audio-video, or one or the other. You just learn how to read and edit wave forms of all kinds. Years ago, in Dallas, Texas, attending Richland College. I learned a valuable lesson. I was taking a college level Calc-Trig math class being taught by the regular professor's WIFE. I don't know if the professor was sick, but this woman, who was teaching the class for the whole semester, frankly, was not qualified. I had always been considered an illiterate by my high school math teachers, a married couple who, frankly, were highly abnormal even on the geekiest scale. These people were acting like they were a world above most people in the class. Needless to say, I assumed, by their "adult" opinions, they were sent by God Himself, to educate me thru denigration. I was amazed, how 10 years later, in College math how well I was doing. I was carrying a 100 percent average ! So midterm this faux professor declares, "I'll be prefiguring all the arithmetic to be easy, so you won't have to bring your calculators !" SO I DIDN'T.......and of course the teacher's wife proclaims....."I didn't have time to make the arithmetic easy so you'd better use your calculators !" I literally had pages and pages of figuring in handwriting accompanying my 3 page test. The result was a C plus on the test. I angrily told the sub teacher "I did not bring a calculator to this test because you said it wouldn't be necessary, therefore I must be allowed to redo this test with a calculator !" She of course relented, "No that won't be possible...that's not a bad grade...." she continued, "what are you worried about ?"........ I was so peeved, I was going to drop the class. It was too late in the semester, and I was so disgusted with this woman's cavalier dismissal of my perfect grade that I just stopped going to class. The result was a failing final grade. Who ultimately suffered from this dilemma ? That, albeit, unfairly was me.....who created this "academic" tragedy, by the aggravation of a deeply flawed situation. Once again, that would be me. | would recommend this course to ANY | Student | and especially E-Teachers. The problem with | Positive | 0.94 | 0.5 | 0.87 | 0.94 |
| 8UQBnm04EeWyAQ6K5KeLkw | As other reviewers have noted, this course is NOT for beginning programmers! (Unless maybe you are a mathematical genius with total recall.) I have a little background in programming, HTML and CSS, but I found this course to be an absolute nightmare. It would be interesting to find out if any of the rave reviews came from real beginners. Most of the problems have already been noted by other reviews, so I will only mention a few that I did not see mentioned. The course requirements should include hardware and software essentials. In particular, the student has no choice but to use Android Studio. If their system is not running a 64bit OS at 2.4 GHz with at least 8 GB of RAM, it can literally take DAYS for Studio to complete the build so that the student can do anything with assignment code. There is a desperate need for a glossary. The course dives in with more acronyms than the military, and assumes the attmpting learner already has a handle on APIs, SDKs, etc., not to mention many other technical terms (interfaces, ...). If I asked the average programmer to evaluate the MT based on comparisons with the Complutensian Polyglot and Codex Alexandricus, the effect would probably be about the same. Another glaring omission for beginners is a battery of exercises for each concept/skill. As for "We've organized all these topics into units that represent roughly 4-6 hours of work each," that is absurd! If you multiplied that by 10, it would still be a stretch. I have no doubt about the programming and technical competence of the instructors (though there are some errors in a number of the instructions). And I'm sure they are very nice people who really want others to learn. The root problem seems to be what professional communicators call "The Curse of Knowledge" -- a syndrome in which a person is so familiar with their subject that they cannot begin to imagine what it is like for someone who is not. My recommendation to a beginner is to look somewhere else. Take a good introductory course in Java before diving into the vastly more complex world of the Android environment. I am not qualified to evaluate the course from the perspective of an experienced programmer, but I have noted that they are frustrated by clutter caused by token attempts to make this a beginner course. My recommendation to the faculty is to completely re-engineer this whole specialization. They should have a separate set of courses truly designed for beginners, and they should get help from qualified instructional designers who specialize in online adult education. (Might not be a bad idea to get the VU English department to review the lecture text as well.) My recommendation to anyone is to never believe anything Coursera tells you about a course. Audit the course BEFORE you pay any money! This is especially important if the course has not actually started. This course started two months late, and I could not get a refund before the course even got under way! After taking nearly 6 months to wade through a little over half the course requirements, I decided to look at the rest of the assignments and project. This removed all doubt that to continue was a hopeless waste of time. So, I decided to end the nightmare, and I'm glad it's over! | complete the build so that the | Student | can do anything with assignment code. | Negative | -0.8 | -1.0 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | Very very bad communication from the teachers. The 2nd MOOC was supposed to start I think 2.5 months ago, it did not start at the time of this review. They did not even bother to post some announcement to let the students know : ok course starts in x months. Making things worse, you cannot get a refund if you purchased the entire thing. | post some announcement to let the | Student | know : ok course starts in | Negative | -0.68 | -1.0 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | It is told that to take this course, basic computer skills like sending emails and downloading files are necessary-this is a beginning level course. Then, in the first module, instructors talk about polymorphism, inheritance and abstraction. For someone who have no prior programming experience, these are definitely not suitable topics to start with. Moreover, students are supposed to learn these concepts to get a good grade from first quiz, although they know nothing about programming. I had some programming experience, so I was already familiar with these subjects. But the lectures were too boring to keep watching. I watched like 10 videos and learned nothing about the course subject. I think I won't be spending my time for this course, which seems to me like reading some reference files. | suitable topics to start with. Moreover, | Student | are supposed to learn these concepts | Negative | -1.0 | -1.0 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | I wouldn't recommend this to student who has never programmed in any computer language before. A bright, aggressive, student could learn this material with help of online examples, etc. The basic language features, etc, are pretty straight forward, but the object oriented features are probably too advanced for someone 3 weeks into programming. As an experienced programmer in other languages (C++ / Python / Perl) I found it was about the right pace to do in addition to my real job, and am looking forward to the rest of the series coming online. | I wouldn't recommend this to | Student | who has never programmed in any | Negative | -1.0 | 0.5 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | I wouldn't recommend this to student who has never programmed in any computer language before. A bright, aggressive, student could learn this material with help of online examples, etc. The basic language features, etc, are pretty straight forward, but the object oriented features are probably too advanced for someone 3 weeks into programming. As an experienced programmer in other languages (C++ / Python / Perl) I found it was about the right pace to do in addition to my real job, and am looking forward to the rest of the series coming online. | computer language before. A bright, aggressive, | Student | could learn this material with help | Negative | -0.87 | 0.5 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | Now that I have completed the course I'd like to give some feedback on how I think it was. 1. Quizzes are horrible. The fact we get no feedback on incorrect answers is not very helpful. There are only 3 quizzes where I missed just one question but no matter what, I can't get them correct. It would be helpful if there was some explanation why an answer your selected was wrong, a hint or something. Also while some of the quiz answers are obvious from watching the lessons, some are totally not and if someone doesn't have ANY programming experience I think they would find some questions almost impossible to answer. I have a programming background and out of all the quizzes I just missed 1 question on 3 of them, but I've been trying to answer them again, and again, and again and I just can't get them right. If there was feedback after taking a quiz I'm sure it would of helped. For those 3 quizzes, I took them so many times all the other answers are memorized and I just keep trying to get that one right. It's not helpful and then it turns into a "just keep selecting different things until it's right" thing instead of understanding it. 2. The course says it's for beginners to programming but I beg to differ. I think the way the material is presented and how the assignments are laid out I do not think someone(or not many people) would have gotten through that Week two ascii assignment. I thought they assignments in some cases were harder than the lessons. Maybe it's because they way they were explained in the lessons which brings me to #3 3. I do not think the instructors use the best/most clear examples to present the material to students. There are many easier examples to teach about looping than showing an Ascii art example. Because not only does the student have to grasp the concept of loops, then also have to think about ascii print logic. I think to someone with no experience would get pretty lost pretty quickly in this course. Some of the things explained in the lessons I would actually look up other videos of other people explaining it to get a clearer picture. 4. Some material is not consistent. Like in some assignments the text is wrong, for the Account code example, you never really mention the mOut or the interface the class uses which are in the example files and what to do with them when you write the other constructors (The course goes over this later when talking about the constructors and calling a constructor from another constructor but not that early on when you're working with the Account example files 5. It seems this course really isn't fully developed yet and is still going through it's growing pains Overall, I would say there are many other courses that are far better at teaching the basics of Java. For me, since I do have some Java experience and a programming background it wasn't too bad, But I'm thinking of the guy who has never touched a line of code before. I just don't think the course does a good enough job at explaining things to someone like that. I really hope the next courses in the specialization are better organized than this because starting with the next course because the next ones are more important to me than this course was only because of my prior background | examples to present the material to | Student | There are many easier examples to | Positive | 0.72 | 0.0 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | I feel this course was severely misrepresented. This clearly not a beginner level class by any measurement. And the "4-6 hours" of expected student involvement is ridiculous. A beginner (NO programming experience) should expect to spend 15 to 20 hours on the first week alone and at least 10 hours for each of the remaining weeks. I have over 25 years of programming experience in Assembly language, Visual Basic, C and C++. I am clearly NOT at the beginner level yet I spent more than 11 hours on the first week, mostly due to trying to download and setup properly for the course. Also, there are over 3 hours of videos in the 1st week plus 3 quizzes and a programming assignment. If anyone spent less than 6 hours on week 1, then that was NOT the first time they took this class. I also am keenly disappointed in the restrictive nature of the assignments/quizzes. Having to type "-1*1+11" instead of "-i+11" (and you better not have any leading or lagging spaces!!) for instance. Bottom line, I would not recommend this course for anyone wanting to Learn Java for Android Programming unless you already know Java and just want some intro on Android development with Android Studio. And if you are indeed at the beginner level, do yourself a favor and start with introductory courses in Computer Science. | the " 4-6 hours" of expected | Student | involvement is ridiculous. A beginner (NO | Negative | -0.97 | -1.0 | 0.86 | 1.12 |
| 8UQBnm04EeWyAQ6K5KeLkw | It's about 4.4 actually. Not enough to give 5 though. First about positive sides. I think course is well structured (except for a few minor drawbacks), quizzes fit to the material. An assignments truly buck up the material. And I think material give a grounding in future Android Development. But I think it can be problem with the learning process, mostly with programming assignment. I think it's common that when course come out for the first time it's almost inevitably that there are some issues with autograder. It' s just common. But these issue are usually easy to spot, because the output of autograder contains test cases. So one can easily find out what the problem is, if it's with autograder. As for this course, the autograder output is very minimalistic, and if the problem is with autograder it's rather hard to spot. I myself spent entire evening, trying to find what is wrong with my code, and it was pure luck that I finely spotted the problem (and, yes, it was autograder issue). Such thing could be very frustrating, really. Another problem with programming assignments is about Peer Review. The students actually get access to assessment criteria, after they have submitted they code. And their code not necessary fit these criteria. I think it could spoil the learning process as well. I actually aware that these drawbacks can be corrected in release course, and if they will be, I will be glad to change the rating. | assignments is about Peer Review. The | Student | actually get access to assessment criteria, | Negative | -0.78 | 0.5 | 0.86 | 1.12 |
| 93w6xNzBEeSvjyIAC3jXcg | Overall this course has covered a lot of good and interesting information! I found the presentation to be lacking somewhat as the course-leaders were reading off the info in front of the camera, which gave the lectures an artificial sort of feel. I did enjoy the different interviews along the way, which spiced things up a bit. The grading of this course needs to be revised, in my view, as some things will go amiss when students grade each other. All in all it's clear that a lot of work has gone into this course, and that is definitely to be commended by all involved. | some things will go amiss when | Student | grade each other. All in all | Positive | 0.81 | 0.0 | 0.87 | 0.93 |
| 93w6xNzBEeSvjyIAC3jXcg | Course content was very good and I'd highly recommend this class. However the course policy of getting other students to grade the assignments results in people with big egos assigning other students arbitrarily bad grades. Maybe this can be fixed on the next iteration. Otherwise, bravo. | the course policy of getting other | Student | to grade the assignments results in | Negative | -0.76 | 0.5 | 0.87 | 0.93 |
| 93w6xNzBEeSvjyIAC3jXcg | Course content was very good and I'd highly recommend this class. However the course policy of getting other students to grade the assignments results in people with big egos assigning other students arbitrarily bad grades. Maybe this can be fixed on the next iteration. Otherwise, bravo. | people with big egos assigning other | Student | arbitrarily bad grades. Maybe this can | Negative | -0.94 | 0.5 | 0.87 | 0.93 |
| 93w6xNzBEeSvjyIAC3jXcg | In general this was an easy, interesting and enjoyable course, Video interviews and lectures by key researchers in this exciting field were a highlight. It's an introductory course so not deep, but fun. A couple of things significantly detracted from the course for me. One was a feeling of unqualified evangelism. I think the microbiome is indeed a hugely important field, but the level of hype here, and lack of any critical perspective, was off-putting. This is particularly disturbing for products like probiotics, which have become a huge industry with little solid evidence to support them, or to choose between them. Also, they devote a lot of time to selling the American Gut Project. Which is a good cause, but I would rather they had spent that time teaching me something useful. I resent being duped into watching ads when I've signed up to be educated. The other thing that bothered me was the course required us to divulge a lot of personal information to other students in pointless, time-consuming projects. I didn't learn anything from these projects and found them annoying. | lot of personal information to other | Student | in pointless, time-consuming projects. I didn't | Negative | -0.9 | 0.0 | 0.87 | 0.93 |
| 93w6xNzBEeSvjyIAC3jXcg | The only thing that would create a five star rating, would be more valuable interaction among fellow students, and with the instructor as well. | be more valuable interaction among fellow | Student | and with the instructor as well. | Positive | 0.94 | 0.5 | 0.87 | 0.93 |
| 9a6pC3gcEeWxvQr3acyajw | I enjoyed the pace of this course and the constructive feedback I received from fellow students. | constructive feedback I received from fellow | Student | | Positive | 0.66 | 1.0 | 0.99 | 1.0 |
| 9a6pC3gcEeWxvQr3acyajw | this was my least favorite of the classes - the lectures ere not informative, and far too lofty. The style class, the plot class and the setting class all had detailed, concrete teachings, whereas these lectures were too airy. Most of them consisted of authors chatting with each other. The assignments required real craft however, and it would have been helpful to LEARN those skills in the modules. For example, one assignment asked us to describe a character in a setting, while they were not actually there - say a divorced nurse in a hospital. Not once in the lectures were we ever taught HOW to do this. We watched a series of author fireside chats, and then people bumbled through the assignment. I really wanted Amy Bloom to just walk over to the board and draw a character and say "this is a woman, she's divorced, she's middle class, she tends to get very angry when things don't go her way" or whatever,and then draw out a list of how her internal states might manifest in the world around her - she throws things, she's disorganized, she writes mean notes in the patient charts. I wanted her to teach. She seems to think we already know how to do things like imply a characters state of mind through action. I mean, for a beginning writer, its helpful to just make a list of details about a character - where they're from, what they like or don't like, what sort of flaws they might have and so on. We did barely any of this. It was assumed we knew the basics of characterization, but most students did not! some of the other students frustration and confusion came out in the peer review, which was a bad sign. | did not! some of the other | Student | frustration and confusion came out in | Negative | -0.64 | -0.5 | 0.99 | 1.0 |
| 9p1NWzJzEeWFJhJQP1CW-Q | A very poor course. The teacher just ask questions in order to stimulate students, but doesn't teach anything. Incorrect terminology (Ah-ah? Please, study Aaron Allston works before inventing other words). Test are cool. | ask questions in order to stimulate | Student | but doesn't teach anything. Incorrect terminology | Negative | -0.66 | -0.5 | 0.78 | 0.95 |
| 9p1NWzJzEeWFJhJQP1CW-Q | In general the course was really good, I just had the problem that some points weren't as clearly explained as I wished them to be. It's a bit hard to follow up, since sometimes the examples are not what is asked for in the homework and there's nothing to compare your work to, so the student as well as the grading peers are not always sure what is important in the assignment. Add some more examples and explain them directly, I think that would help a lot. :) | compare your work to, so the | Student | as well as the grading peers | Positive | 0.98 | 0.5 | 0.78 | 0.95 |
| 9p1NWzJzEeWFJhJQP1CW-Q | I am so glad I found this five course specialization! The teachers are on point. The curriculum compliments the other courses. Thanks to this course, with a little help from the other courses in the specialization, I pushed myself to flesh out a lot of the narrative and design components of my game. Within a month, I have a full fledged story arch, set in a well thought out world that compliments and interacts with the game's narrative, well designed characters, and a balanced and, hopefully, engaging gameplay. Best of all, I've been able to get feedback from other students who have helped point out things I'd missed and suggested ideas. I highly recommend this course, its complimentary courses, and the specialization as a whole! | able to get feedback from other | Student | who have helped point out things | Positive | 0.64 | 1.0 | 0.78 | 0.95 |
| 9p1NWzJzEeWFJhJQP1CW-Q | Short, simplistic. Could be done in a week. Very much a beginner's course for those who have not mindfully observed the game worlds in which they play. The student may come away with a few new ideas and the greatest value is in having peers review the homework assignments. Worth the time, if you quickly breeze through it. | worlds in which they play. The | Student | may come away with a few | Positive | 0.78 | 0.0 | 0.78 | 0.95 |
| A0IYf6jOEeSnlCIAC1EMbw | Interesting course but: 1) The transcripts for each week are appalling. Here is a copied and pasted example: "Separatist groups remained active in almost 90% of decapitation cases where only a third of ideologically ideological organizations such as left wing and right wing organizations. Are damaged by it. And then, in general, in 17% of the cases. So 7% of the cases, decapitation led to the collapse of an organization." How are those that are hearing impaired meant to understand what the course leader is communicating? It took me so long to understand the transcript that I may as well have listened instead. The subtitles option reads the same as the transcript - not much good for anyone with anything but perfect hearing. 2) The estimated timings for each activity are somewhat optimistic. '10 minutes' is the recommended reading time for each week's reading content. Within this reading list are, on average, 8 articles, some of which amount to over 70 pages - if each article is roughly 25-40 pages on average, and there are around 8 articles, how will this reading activity take the student only '10 minutes' to complete? Apart from that, I did really enjoy the course!! | will this reading activity take the | Student | only '10 minutes' to complete? Apart | Negative | -0.63 | 0.5 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | I have just begun this course (completed week 1) and I have to say, I am impressed with the course and how well it is put together. I am a grad student in the states and have been through many classes that were not nearly this informative, up to date and intriguing right out of the gate. Impressive! | put together. I am a grad | Student | in the states and have been | Negative | -0.67 | 0.5 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | Very well organized and very informative course, thoroughly introducing students to the topic, using the latest in academia on terrorism. Recommended for everyone seeking to understand the topic better. | and very informative course, thoroughly introducing | Student | to the topic, using the latest | Positive | 0.91 | 1.0 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | My opinion about the course is without doubt positive. It is geared to both college-educated people and for those people without previous knowledge course. The course allows different levels of depth; both can be used to acquire general knowledge about terrorism and counterterrorism, to elaborate on specific aspects, because it offers the student a varied and useful bibliography and recommended readings. As far as the platform is concerned, it is very intuitive and easy to handle, even an online course. My feeling has been to meet not only the vastness of the subject, the platform can be part of the course and the ability to communicate through forums with students sharing concerns and seek solutions. It's an easy course to follow although it online because it is well structured and has a good organization. This does not mean that the course is exceeded without hard work, as the estimated 5/6 hours a week of dedication is pretty accurate.It is not the typical course online almost testimonial. You have to work hard if you want to get a good result. So maybe it's the most rewarding thing I have done. From what I have learned and by the possibilities I see this field. It has also been rewarding by Professor Dr. Edwin Baker and his team for their skill and dedication, they have been tremendously didactic. If it were not for them, I would not have been able to finish. And fellow students from all countries, from forums and debates that have exposed enriching opinions. Thanks to all. | specific aspects, because it offers the | Student | a varied and useful bibliography and | Positive | 0.82 | 1.0 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | My opinion about the course is without doubt positive. It is geared to both college-educated people and for those people without previous knowledge course. The course allows different levels of depth; both can be used to acquire general knowledge about terrorism and counterterrorism, to elaborate on specific aspects, because it offers the student a varied and useful bibliography and recommended readings. As far as the platform is concerned, it is very intuitive and easy to handle, even an online course. My feeling has been to meet not only the vastness of the subject, the platform can be part of the course and the ability to communicate through forums with students sharing concerns and seek solutions. It's an easy course to follow although it online because it is well structured and has a good organization. This does not mean that the course is exceeded without hard work, as the estimated 5/6 hours a week of dedication is pretty accurate.It is not the typical course online almost testimonial. You have to work hard if you want to get a good result. So maybe it's the most rewarding thing I have done. From what I have learned and by the possibilities I see this field. It has also been rewarding by Professor Dr. Edwin Baker and his team for their skill and dedication, they have been tremendously didactic. If it were not for them, I would not have been able to finish. And fellow students from all countries, from forums and debates that have exposed enriching opinions. Thanks to all. | been able to finish. And fellow | Student | from all countries, from forums and | Positive | 0.89 | 1.0 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | A real addition for every student studying something international! | A real addition for every | Student | studying something international! | Positive | 0.67 | 1.0 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | I found this course scholarly and informative. The presentation was clear and the arguments carefully researched and well balanced. It changed the way I think about terrorism - responding to anger with anger is counter-productive and doesn't really address the root causes. Thank you Prof. Bakkar for sharing your expertise and insights with a wide audience. Some quotes from or interviews with former 'terrorists', or from members of marginalised groups within Western societies would have given us a perspective from the other side of the debate. Student colleagues may have been able to add this sort of thing. | the other side of the debate. | Student | colleagues may have been able to | Positive | 0.87 | 0.5 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | Great course, just one little problem : the "anglo-saxon" oriented theories on wich this course is based (nothing about the french scholars and studies, although France knows a lot - and a lot more than US scholars for example - about terrorism and specially jihadist terrorism that we unfortunately know since the middle of 80's. Some names : Gilles Kepel, Olivier Roy, Mathieu Guideres). Some assumptions about history of terrorism are factually wrong too: Narodnaïa Volia was not an anarchist movement, but a nihilist (Tchernytchevsky, Netchaiev) one. Militants came from russian aristocracy and their ideology was based on the education of the peasant people of russia when anarchists thank that the revolution would come from the workers and the new proletarian class. And anarchy came first from France (Proudhon, Fourier, etc…) and moved after to Russia. Finally, the role of PFLP in the history of terrorism is much more important than PLO (new modus operandi - plane high jacking and hostages, collusion with left-wing AND right wing movements) : of course I don't talk there about political influence but about history of terrorism, movements and modus operandi. Check out the great book "Histoire du terrorism" - Gilles Ferragu, Paris, 2014. Anyway i enjoy very much this course. Many thanks from a parisian student !!! | course. Many thanks from a parisian | Student | ! ! ! | Positive | 0.95 | 0.5 | 0.59 | 1.13 |
| A0IYf6jOEeSnlCIAC1EMbw | For those of you who want to have a better insight about terrorism and counter-terrorism..Already welcome to all the new fellow students.. | welcome to all the new fellow | Student | . | Positive | 0.92 | 1.0 | 0.59 | 1.13 |
| a0OJ1ha4EeWKlgqs7LdhRw | Kimberley is a wonderful instructor keeping the student engaged with her wonderful personality and wit. The information is well suited to someone with very limited experience in personal branding and social media. Having said that, the information is clear and concise and worth the time for someone with more experience just to make sure they haven't missed a little gem of knowledge. | is a wonderful instructor keeping the | Student | engaged with her wonderful personality and | Positive | 1.0 | 0.5 | 0.84 | 0.93 |
| a0OJ1ha4EeWKlgqs7LdhRw | Great class for students with no knowledge on branding. | Great class for | Student | with no knowledge on branding. | Negative | -0.67 | 0.5 | 0.84 | 0.93 |
| a3f86i8hEeWv_w7cMMH1Uw | A good course for future MBA students especially the ones interested to pursue a MBA degree in Strategy Management | A good course for future MBA | Student | especially the ones interested to pursue | Positive | 0.88 | 0.5 | 0.91 | 0.99 |
| a3f86i8hEeWv_w7cMMH1Uw | I found the information very illuminating. I only wish there was more focus on small firms, startups, and evaluating an industry as if the student were looking to enter the industry. | evaluating an industry as if the | Student | were looking to enter the industry. | Negative | -0.93 | 0.5 | 0.91 | 0.99 |
| aaNxjzc9EeWO-Qq6rEZAow | Before I began this course, I had only a very general knowledge of Buddhist meditation. After going through a number of lessons, I realized I really knew less than I thought. I had only been attracted to the Buddhist world encountered in readings and travels. For many years, it was something that I wanted to know more about. So I appreciate having access to this course. Classification and organization of detailed and complex material is well organized. Great work amassing and presenting knowledge of contemplative practices. I feel there was some repetition or redundancy, but in my case that was not necessarily a bad thing, other than to add to the mass of information being delivered. The repetition helped to stabilize my memory and helped to establish a baseline of concepts from which to build my understanding. I became mired in detail, but absorbed as much as I could in lieu of being able to recall consciously specific pieces of information. I don't want to judge the presenters by suggesting that they tried to put too much information into too little of a space. I found my efforts to absorb the info meditative in nature, thus I welcomed the challenge. The videos of presenters reading texts of detailed and dense info was difficult to follow at times, but I discovered that it helps, in some cases, to download the script of the talks and follow along with the video as I read the script. The focus on history and historical debates and conflicts between shamatha and vipassana practices, etc., within Buddhism were helpful but not as key as the meditation practices. I suppose it is difficult to separate them since they are so entwined. I have learned a lot more than I ever expected when I began this course. I value discussions and sharing among students, but the course is so dense and time consuming that I had no time left to participate in sharing with others. Not to devalue the info itself, which is fantastic. | I value discussions and sharing among | Student | but the course is so dense | Negative | -0.72 | 0.5 | 0.86 | 0.93 |
| aaNxjzc9EeWO-Qq6rEZAow | Super experience. The teacher I found less convincing is Prof. Germano who is very learned and knowledgeable, but conveys his lessons with an extremely boring, monotonous voice, adding lots of details making it difficult for students to grasp the essential ideas. Other than this, I loved the rhythm and the many wonderful teachers who shared their knowledge with us. | of details making it difficult for | Student | to grasp the essential ideas. Other | Positive | 0.85 | 0.5 | 0.86 | 0.93 |
| aaNxjzc9EeWO-Qq6rEZAow | (I posted this review in a blog [https://guhyasamajacenter.wordpress.com/2015/10/03/review-of-the-free-coursera-tibetan-buddhist-meditation-and-the-modern-world-lesser-vehicle-course-given-by-uva/]. Much of the courseware was outstanding. Many of the videos were so poorly done (boring) that I couldn't watch them. (I do not watch people read prepared text in a video. Ever.) ----------- From the blog ---------------------------------- I recently took the FREE Coursera course, "Tibetan Buddhist Meditation and the Modern World". (https://www.coursera.org/learn/buddhist-meditation) From the course catalog: " Tibetan Buddhist Meditation and the Modern World explores the immense variety of meditation practices past and present. We present their histories, their philosophical underpinnings, their transformations in the modern global world, and we give you a chance to reflect upon meditation practices through secular contemplations designed just for this course." (Note: In the class overview, it is noted that the term "Lesser Vehicle" is "perjorative" but they use it anyway. ??") There are many FREE reasons to take this FREE "Lesser Vehicle" course (the first of four): #1 - An awesome, wonderful hour-long interview with Sharon Salzberg, one of the founders of the Insight Meditation Society. What an awesome lady. I was not aware that she is also a Dzogchen student. (Did I mention it was FREE?) Worth signing up for the course just to skip to Week 6 to watch this interview. #2 - Guided Meditations by Dr. Anne Klein and Anam Thubten. Very, very, very nice. FREE, it's ALL FREE. #3 - The Science of Mindfulness against the Background of the Scientific Study of Meditation videos with Dr. Clifford Saron, neuroscientist. His videos start in Week 1 and continue through Week 6 in building a basis for understanding the scientific research on meditation. He (and the course) demonstrates what can and cannot (presently) be scientifically proven about meditation. One excellent example: Two trained pianists were told to learn a complicated piece of music, one with the piano, and the other only in his imagination. After 2 weeks (I think) of practice, their brains' MRI patterns exhibited almost the exact same changes. Dr. Saron noted that the results are not definitive but still may have implications for the compassion/bodhicitta meditations we do. #4: An interview on "Buddhist Modernism", with David McMahan. Very much academic-oriented. One statement, in particular, struck me since, the more I think about it, the more I think it might be true: "The Buddhist Tantra teachings are not accepted nor are they popular in the West." For all the Buddhist monastics that visit the USA and the West to grab donations and go back to their home countries, few of them are sticking around to teach complete Tantra classes. The few that do (and do it well) are having a hard time making ends meet. (That's just my opinion, I guess.) There are also short 5-10 minute interviews with Khenpo Tsultrim Lodro (a short "snapshot" of the Tibetan take on the week's particular subject, which was often better (to me) than the 90min-long "talking head" version ) and Ven. Tsoknyi Rinpoche ("How does Buddhism change in a New Culture" and "Benefits and Dangers of Secularing Buddhism", the TB rebuttal, as it were. He did note that motivation is the key. Bad agenda = bad results, good motivation will cause good results.) Have I noted the course is FREE? So you can take the course, and the following courses, without doing any of the assignments/quizzes. Watch (or download) any video or transcript to your heart's content whenever you wish in any order you wish. (That assumes the courses are not taken off-line at a future date.) Further in the course description is a blurb that may point to at least 3 future courses in "Mahāyāna, …Vajrayāna, …and a fourth vehicle, which is explicit in many Tibetan materials, though no standard term ever emerged that was accepted by all sectarian traditions - we will thus term it as the “Natural Vehicle” or “Post Tantra”." If the quality of guided meditations (GM) in following classes are even half the quality of this course's GM's, then that's all the reason I need to continue the future classes, too. Course gotchas: #1. That said (other shoe dropping here), the other half of the course was videos of people reading their prepared academic papers, in monotone or semi-monotone voices. (Transcripts are available. I figure I can read a paper in 5% of the time someone else reads it to me in a video. Ugh.) However, they would probably need the voice of Morgan Freeman, James Earl Jones, B. Cumberbatch or James Spader to keep me awake. To be fair, the content is golden, although the papers seems to be geared to the academic community, rather than the student community. Books and Videos on these subjects are all over Amazon, YouTube, FPMT, Dharma-Documentaries, etc. #2. The Sharon Salzberg (SS), in her interview, brought up an excellent point. She noted that she and a noted clinical psychology (CP) scientist (researcher) (whose name I have forgotten) were at a conference where the issue on the table was that someone was having trouble with "loving kindness" meditation as a first meditation class. SS noted that she would instantly recommend the student change to "calm abiding" meditation whereas the CP could not change that student's meditation technique to another technique (such as calm abiding) as her research findings would then be invalid. Similarly, many of the non-Buddhist guided meditations that I viewed in this course felt like a physical education or "How To" class. Do this. Do that. It did not feel as though they lived the material, just taught it. (Whereas it was patently obvious Dr. Klein & Anam Thubten were definitely "walking the walk", so to speak, so were able to speak from the heart.) Interviews I did not watch, that may be of great interest to others, include meditation in the school system by Tish Jennings, meditation in the Business Community (an interview with David Mick), the Burmese meditation tradition in an interview with Erik Braun, the MBSR (Meditation Based Stress Reduction) with Susan Bauer-Wu, and meditation in the legal community with Rhonda Magee. And all that is just the first course. Many of it's "failings" may just be my karmic opinions. The course is worth checking out and watching/reading/meditating on those parts that interest you. In that respect, the breadth of the course content is quite nice and so well done. Grade: B-. | that she is also a Dzogchen | Student | (Did I mention it was FREE? | Positive | 0.83 | 0.0 | 0.86 | 0.93 |
| aaNxjzc9EeWO-Qq6rEZAow | (I posted this review in a blog [https://guhyasamajacenter.wordpress.com/2015/10/03/review-of-the-free-coursera-tibetan-buddhist-meditation-and-the-modern-world-lesser-vehicle-course-given-by-uva/]. Much of the courseware was outstanding. Many of the videos were so poorly done (boring) that I couldn't watch them. (I do not watch people read prepared text in a video. Ever.) ----------- From the blog ---------------------------------- I recently took the FREE Coursera course, "Tibetan Buddhist Meditation and the Modern World". (https://www.coursera.org/learn/buddhist-meditation) From the course catalog: " Tibetan Buddhist Meditation and the Modern World explores the immense variety of meditation practices past and present. We present their histories, their philosophical underpinnings, their transformations in the modern global world, and we give you a chance to reflect upon meditation practices through secular contemplations designed just for this course." (Note: In the class overview, it is noted that the term "Lesser Vehicle" is "perjorative" but they use it anyway. ??") There are many FREE reasons to take this FREE "Lesser Vehicle" course (the first of four): #1 - An awesome, wonderful hour-long interview with Sharon Salzberg, one of the founders of the Insight Meditation Society. What an awesome lady. I was not aware that she is also a Dzogchen student. (Did I mention it was FREE?) Worth signing up for the course just to skip to Week 6 to watch this interview. #2 - Guided Meditations by Dr. Anne Klein and Anam Thubten. Very, very, very nice. FREE, it's ALL FREE. #3 - The Science of Mindfulness against the Background of the Scientific Study of Meditation videos with Dr. Clifford Saron, neuroscientist. His videos start in Week 1 and continue through Week 6 in building a basis for understanding the scientific research on meditation. He (and the course) demonstrates what can and cannot (presently) be scientifically proven about meditation. One excellent example: Two trained pianists were told to learn a complicated piece of music, one with the piano, and the other only in his imagination. After 2 weeks (I think) of practice, their brains' MRI patterns exhibited almost the exact same changes. Dr. Saron noted that the results are not definitive but still may have implications for the compassion/bodhicitta meditations we do. #4: An interview on "Buddhist Modernism", with David McMahan. Very much academic-oriented. One statement, in particular, struck me since, the more I think about it, the more I think it might be true: "The Buddhist Tantra teachings are not accepted nor are they popular in the West." For all the Buddhist monastics that visit the USA and the West to grab donations and go back to their home countries, few of them are sticking around to teach complete Tantra classes. The few that do (and do it well) are having a hard time making ends meet. (That's just my opinion, I guess.) There are also short 5-10 minute interviews with Khenpo Tsultrim Lodro (a short "snapshot" of the Tibetan take on the week's particular subject, which was often better (to me) than the 90min-long "talking head" version ) and Ven. Tsoknyi Rinpoche ("How does Buddhism change in a New Culture" and "Benefits and Dangers of Secularing Buddhism", the TB rebuttal, as it were. He did note that motivation is the key. Bad agenda = bad results, good motivation will cause good results.) Have I noted the course is FREE? So you can take the course, and the following courses, without doing any of the assignments/quizzes. Watch (or download) any video or transcript to your heart's content whenever you wish in any order you wish. (That assumes the courses are not taken off-line at a future date.) Further in the course description is a blurb that may point to at least 3 future courses in "Mahāyāna, …Vajrayāna, …and a fourth vehicle, which is explicit in many Tibetan materials, though no standard term ever emerged that was accepted by all sectarian traditions - we will thus term it as the “Natural Vehicle” or “Post Tantra”." If the quality of guided meditations (GM) in following classes are even half the quality of this course's GM's, then that's all the reason I need to continue the future classes, too. Course gotchas: #1. That said (other shoe dropping here), the other half of the course was videos of people reading their prepared academic papers, in monotone or semi-monotone voices. (Transcripts are available. I figure I can read a paper in 5% of the time someone else reads it to me in a video. Ugh.) However, they would probably need the voice of Morgan Freeman, James Earl Jones, B. Cumberbatch or James Spader to keep me awake. To be fair, the content is golden, although the papers seems to be geared to the academic community, rather than the student community. Books and Videos on these subjects are all over Amazon, YouTube, FPMT, Dharma-Documentaries, etc. #2. The Sharon Salzberg (SS), in her interview, brought up an excellent point. She noted that she and a noted clinical psychology (CP) scientist (researcher) (whose name I have forgotten) were at a conference where the issue on the table was that someone was having trouble with "loving kindness" meditation as a first meditation class. SS noted that she would instantly recommend the student change to "calm abiding" meditation whereas the CP could not change that student's meditation technique to another technique (such as calm abiding) as her research findings would then be invalid. Similarly, many of the non-Buddhist guided meditations that I viewed in this course felt like a physical education or "How To" class. Do this. Do that. It did not feel as though they lived the material, just taught it. (Whereas it was patently obvious Dr. Klein & Anam Thubten were definitely "walking the walk", so to speak, so were able to speak from the heart.) Interviews I did not watch, that may be of great interest to others, include meditation in the school system by Tish Jennings, meditation in the Business Community (an interview with David Mick), the Burmese meditation tradition in an interview with Erik Braun, the MBSR (Meditation Based Stress Reduction) with Susan Bauer-Wu, and meditation in the legal community with Rhonda Magee. And all that is just the first course. Many of it's "failings" may just be my karmic opinions. The course is worth checking out and watching/reading/meditating on those parts that interest you. In that respect, the breadth of the course content is quite nice and so well done. Grade: B-. | that she would instantly recommend the | Student | change to " calm abiding" meditation | Positive | 0.87 | 0.0 | 0.86 | 0.93 |
| aaNxjzc9EeWO-Qq6rEZAow | (I posted this review in a blog [https://guhyasamajacenter.wordpress.com/2015/10/03/review-of-the-free-coursera-tibetan-buddhist-meditation-and-the-modern-world-lesser-vehicle-course-given-by-uva/]. Much of the courseware was outstanding. Many of the videos were so poorly done (boring) that I couldn't watch them. (I do not watch people read prepared text in a video. Ever.) ----------- From the blog ---------------------------------- I recently took the FREE Coursera course, "Tibetan Buddhist Meditation and the Modern World". (https://www.coursera.org/learn/buddhist-meditation) From the course catalog: " Tibetan Buddhist Meditation and the Modern World explores the immense variety of meditation practices past and present. We present their histories, their philosophical underpinnings, their transformations in the modern global world, and we give you a chance to reflect upon meditation practices through secular contemplations designed just for this course." (Note: In the class overview, it is noted that the term "Lesser Vehicle" is "perjorative" but they use it anyway. ??") There are many FREE reasons to take this FREE "Lesser Vehicle" course (the first of four): #1 - An awesome, wonderful hour-long interview with Sharon Salzberg, one of the founders of the Insight Meditation Society. What an awesome lady. I was not aware that she is also a Dzogchen student. (Did I mention it was FREE?) Worth signing up for the course just to skip to Week 6 to watch this interview. #2 - Guided Meditations by Dr. Anne Klein and Anam Thubten. Very, very, very nice. FREE, it's ALL FREE. #3 - The Science of Mindfulness against the Background of the Scientific Study of Meditation videos with Dr. Clifford Saron, neuroscientist. His videos start in Week 1 and continue through Week 6 in building a basis for understanding the scientific research on meditation. He (and the course) demonstrates what can and cannot (presently) be scientifically proven about meditation. One excellent example: Two trained pianists were told to learn a complicated piece of music, one with the piano, and the other only in his imagination. After 2 weeks (I think) of practice, their brains' MRI patterns exhibited almost the exact same changes. Dr. Saron noted that the results are not definitive but still may have implications for the compassion/bodhicitta meditations we do. #4: An interview on "Buddhist Modernism", with David McMahan. Very much academic-oriented. One statement, in particular, struck me since, the more I think about it, the more I think it might be true: "The Buddhist Tantra teachings are not accepted nor are they popular in the West." For all the Buddhist monastics that visit the USA and the West to grab donations and go back to their home countries, few of them are sticking around to teach complete Tantra classes. The few that do (and do it well) are having a hard time making ends meet. (That's just my opinion, I guess.) There are also short 5-10 minute interviews with Khenpo Tsultrim Lodro (a short "snapshot" of the Tibetan take on the week's particular subject, which was often better (to me) than the 90min-long "talking head" version ) and Ven. Tsoknyi Rinpoche ("How does Buddhism change in a New Culture" and "Benefits and Dangers of Secularing Buddhism", the TB rebuttal, as it were. He did note that motivation is the key. Bad agenda = bad results, good motivation will cause good results.) Have I noted the course is FREE? So you can take the course, and the following courses, without doing any of the assignments/quizzes. Watch (or download) any video or transcript to your heart's content whenever you wish in any order you wish. (That assumes the courses are not taken off-line at a future date.) Further in the course description is a blurb that may point to at least 3 future courses in "Mahāyāna, …Vajrayāna, …and a fourth vehicle, which is explicit in many Tibetan materials, though no standard term ever emerged that was accepted by all sectarian traditions - we will thus term it as the “Natural Vehicle” or “Post Tantra”." If the quality of guided meditations (GM) in following classes are even half the quality of this course's GM's, then that's all the reason I need to continue the future classes, too. Course gotchas: #1. That said (other shoe dropping here), the other half of the course was videos of people reading their prepared academic papers, in monotone or semi-monotone voices. (Transcripts are available. I figure I can read a paper in 5% of the time someone else reads it to me in a video. Ugh.) However, they would probably need the voice of Morgan Freeman, James Earl Jones, B. Cumberbatch or James Spader to keep me awake. To be fair, the content is golden, although the papers seems to be geared to the academic community, rather than the student community. Books and Videos on these subjects are all over Amazon, YouTube, FPMT, Dharma-Documentaries, etc. #2. The Sharon Salzberg (SS), in her interview, brought up an excellent point. She noted that she and a noted clinical psychology (CP) scientist (researcher) (whose name I have forgotten) were at a conference where the issue on the table was that someone was having trouble with "loving kindness" meditation as a first meditation class. SS noted that she would instantly recommend the student change to "calm abiding" meditation whereas the CP could not change that student's meditation technique to another technique (such as calm abiding) as her research findings would then be invalid. Similarly, many of the non-Buddhist guided meditations that I viewed in this course felt like a physical education or "How To" class. Do this. Do that. It did not feel as though they lived the material, just taught it. (Whereas it was patently obvious Dr. Klein & Anam Thubten were definitely "walking the walk", so to speak, so were able to speak from the heart.) Interviews I did not watch, that may be of great interest to others, include meditation in the school system by Tish Jennings, meditation in the Business Community (an interview with David Mick), the Burmese meditation tradition in an interview with Erik Braun, the MBSR (Meditation Based Stress Reduction) with Susan Bauer-Wu, and meditation in the legal community with Rhonda Magee. And all that is just the first course. Many of it's "failings" may just be my karmic opinions. The course is worth checking out and watching/reading/meditating on those parts that interest you. In that respect, the breadth of the course content is quite nice and so well done. Grade: B-. | the CP could not change that | Student | meditation technique to another technique (such | Negative | -0.78 | 0.0 | 0.86 | 0.93 |
| aaNxjzc9EeWO-Qq6rEZAow | Joined this course as I was really interested in understanding meditation itself from a scientific perspective. The monotonous drone of the instructors combined with the super low volume that one has to strain to hear, the extra extra long essays which read like one long chapter less novel, the videos which extend what could've been covered in 5-7 minutes to nearly 30, all take the interest away. Unclear if this was intentional & intended to enable participating students to be more patient and tolerant of imperfections around them. | intentional & intended to enable participating | Student | to be more patient and tolerant | Positive | 0.84 | -1.0 | 0.86 | 0.93 |
| aPvqvZlYEeWQGBKrxISOrQ | First, the instructor assumes that the students know so much background knowledge when the students are expecting to learn these stuff in the course. I also feel that this course teaches students to memorize steps needed to accomplish certain operations in Galaxy without explaining why it occurs. | First, the instructor assumes that the | Student | know so much background knowledge when | Negative | -0.63 | -1.0 | 0.92 | 1.09 |
| aPvqvZlYEeWQGBKrxISOrQ | First, the instructor assumes that the students know so much background knowledge when the students are expecting to learn these stuff in the course. I also feel that this course teaches students to memorize steps needed to accomplish certain operations in Galaxy without explaining why it occurs. | so much background knowledge when the | Student | are expecting to learn these stuff | Negative | -0.8 | -1.0 | 0.92 | 1.09 |
| aPvqvZlYEeWQGBKrxISOrQ | First, the instructor assumes that the students know so much background knowledge when the students are expecting to learn these stuff in the course. I also feel that this course teaches students to memorize steps needed to accomplish certain operations in Galaxy without explaining why it occurs. | also feel that this course teaches | Student | to memorize steps needed to accomplish | Positive | 0.66 | -1.0 | 0.92 | 1.09 |
| aPvqvZlYEeWQGBKrxISOrQ | Really interesting course! The introduction to Galaxy and all of the analysis tools is awesome. There is a pretty big cliff between the course content and the final project; it would be helpful if there were more detailed information along the way about what each of the analysis steps means (i.e., interpretation of the information, versus just knowing what file type to select at which analysis step). Based on the discussion board, many students had similar thoughts. Grading the final projects for others is a bit uncomfortable, given that no answers are provided for the counts, and there are multiple different workflows that could be considered correct. | Based on the discussion board, many | Student | had similar thoughts. Grading the final | Positive | 0.67 | 0.5 | 0.92 | 1.09 |
| Auue1KA-EeS9VCIACyUcdg | for a ESL student, its really a challenge for me, but i am glad i have passed it, thank you all--the teachers, and the mentors, what an experience! since this is my first course, i'll continue my 2nd, and 3rd course, good luck to you! | for a ESL | Student | its really a challenge for me, | Negative | -0.71 | 1.0 | 0.75 | 1.03 |
| Auue1KA-EeS9VCIACyUcdg | Very well done. Most of the instructors use introductory language and do not refer to advanced theories, philosophies, and philosophers with which students may not be familiar. | theories, philosophies, and philosophers with which | Student | may not be familiar. | Positive | 0.97 | 0.5 | 0.75 | 1.03 |
| Auue1KA-EeS9VCIACyUcdg | This course provides a comfortable introduction to the subjects of each module. My only dissatisfaction with the course lies in its brevity; I would happily retake a future offering of the course which included not only additional modules but also further lectures on related survey topics within each module so as to acquaint students to greater breadth in historical and contemporary philosophy. | each module so as to acquaint | Student | to greater breadth in historical and | Positive | 0.68 | 0.5 | 0.75 | 1.03 |
| Auue1KA-EeS9VCIACyUcdg | Simply outstanding course, even for students who do not have English as their native language. | Simply outstanding course, even for | Student | who do not have English as | Negative | -0.67 | 1.0 | 0.75 | 1.03 |
| Auue1KA-EeS9VCIACyUcdg | This course is off the hook! (Literally). And my dear prospective student, all I advise you to do is to sit down and carefully listen to and digest all the thoughts and arguments the tutors will put forward. This is NOT for the sake of agreeing with all they say, but for AN EXPOSURE TO A PLETHORA OF IDEAS. Enjoy! | hook! (Literally). And my dear prospective | Student | all I advise you to do | Negative | -0.97 | 1.0 | 0.75 | 1.03 |
| Auue1KA-EeS9VCIACyUcdg | I enjoyed this course very much. Like many survey courses that are well-conceived, this one stimulated enthusiasm for learning more about some of the topics. So much so in my case that I have enrolled in another course from the University of Edinburgh relating to philosophy and science. I expect it will be equally thought provoking as its delivery involves some of the same faculty. I believe this course would be improved if there was a mechanism for constructive feedback on missed exam questions that illustrate how the questions at hand are integral and in context to the presentations and supplemental readings (some of which I pursued). Simply referring a student back to the course outline does not assist learning when a student does not understand why a chosen answer is incorrect in context. I realize this is a tall ask for an online course. In my own experience as a university faculty member having developed computer assisted instruction and simulations (physiology and anesthesiology) there is no replacement for contact and conversation with an engaged teacher whose interest lies in helping people learn. That said, I reflect that my constructive comments are made in light of my overall satisfaction that this course has succeeded in stimulating interest in learning more about the interface and complementary nature of science and philosophy. Borrowing a phrase from the course itself, "well done". | does not assist learning when a | Student | does not understand why a chosen | Negative | -0.65 | 0.5 | 0.75 | 1.03 |
| a_xPWXNVEeWxvQr3acyajw | With all respect, Professor, if you are reading all our comments, I think you are a really smart person and you should take all the negative feedback from your students here, positively and constructively. As having good knowledge will never be equals to able to produce good students. Personally, I feel that you should lower down yourself and speak to the level of your students/audience. Use more simple examples, draw a big picture in our minds on what is this course all about, what are we going to achieve, in each of the topics, what are we going to look at and what methods available. For foundation class like this, I think few simple examples and introducing one or two useful methods in each topic would be more than sufficient to us. The objective should be providing us with the basic knowledge, get us interested in this subject, and able to apply those well taught basic knowledge. As when we are interested, for sure we will go and do more research, and some might even would like to move on to intermediate or advance levels. The key point here is "speak to the level of your audience". Even if you are able to talk everything above the sky and up to the moon. If no one able to understand you, it is useless. | equals to able to produce good | Student | Personally, I feel that you should | Positive | 0.63 | -0.5 | 0.89 | 0.95 |
| a_xPWXNVEeWxvQr3acyajw | Content and quizz are not aligned. Mentors answer to 0% of the forum posts. Poor student community. Do not pay for this course, just follow the swirl and/or get some tuto about regressions. | 0% of the forum posts. Poor | Student | community. Do not pay for this | Negative | -0.93 | -1.0 | 0.89 | 0.95 |
| a_xPWXNVEeWxvQr3acyajw | As for the Statistical Inference course, this course is amazing but is presented in a more complex way than it should be. Once again the concepts are simple and the math not so hard, yet I had to do a lot of research outside the course to be able to understand these simple concepts and derive the not so hard mathematics. Brian Caffo is clearly brilliant and, I would say, seem to be a good lad too, but something is missing. Too often the details are thrown at us without being properly framed in the context or without having the proper concept being introduced progressively. I have a theory about teaching since I was 15, and so far it has proven to be true. Imagine that learning is about climbing a mountain in which tall steps have been carved. Each step is taller than the student. The teacher is somewhere higher than the students (not necessarily at the top, if there is such a thing). The job of the teacher is to throw boxes (concepts) and balls (details) of different size, shape and colors. The job of the student is to catch these boxes and balls and to put the right balls in the right boxes in order to make a staircase out of it to climb (at least) one of the giant stair up. A good teacher makes sure to throw the concepts first than the details and to clearly specify which balls go into which box, as well as which boxes go inside/over which other boxes. But most teacher simply throw the balls and boxes in an not so well structured manner, so the poor students try to catch as many as he can, but also miss a lot of them. His hands can hold a limited amount of balls. If he doesn't have the right box to put them, he would either miss the next balls, or put the one he hold in his hand in the wrong box. Bottom line, the best teachers are those who focus on the concepts (and context) and make sure that the concepts are well understood before introducing details to stuck in these concepts. From my experience our brain (or at least mine) better learn this way. It is as if our brain need first to establish a category-pattern (the concept/context) to which it will associate detail-patterns. But without a proper category-pattern, our brain is having a hard time to properly remember the detail-patterns or miss-associate them to the wrong category-pattern (which create even more confusion). Hope it was helpful somehow... | teacher is somewhere higher than the | Student | (not necessarily at the top, if | Negative | -0.81 | 0.0 | 0.89 | 0.95 |
| a_xPWXNVEeWxvQr3acyajw | As for the Statistical Inference course, this course is amazing but is presented in a more complex way than it should be. Once again the concepts are simple and the math not so hard, yet I had to do a lot of research outside the course to be able to understand these simple concepts and derive the not so hard mathematics. Brian Caffo is clearly brilliant and, I would say, seem to be a good lad too, but something is missing. Too often the details are thrown at us without being properly framed in the context or without having the proper concept being introduced progressively. I have a theory about teaching since I was 15, and so far it has proven to be true. Imagine that learning is about climbing a mountain in which tall steps have been carved. Each step is taller than the student. The teacher is somewhere higher than the students (not necessarily at the top, if there is such a thing). The job of the teacher is to throw boxes (concepts) and balls (details) of different size, shape and colors. The job of the student is to catch these boxes and balls and to put the right balls in the right boxes in order to make a staircase out of it to climb (at least) one of the giant stair up. A good teacher makes sure to throw the concepts first than the details and to clearly specify which balls go into which box, as well as which boxes go inside/over which other boxes. But most teacher simply throw the balls and boxes in an not so well structured manner, so the poor students try to catch as many as he can, but also miss a lot of them. His hands can hold a limited amount of balls. If he doesn't have the right box to put them, he would either miss the next balls, or put the one he hold in his hand in the wrong box. Bottom line, the best teachers are those who focus on the concepts (and context) and make sure that the concepts are well understood before introducing details to stuck in these concepts. From my experience our brain (or at least mine) better learn this way. It is as if our brain need first to establish a category-pattern (the concept/context) to which it will associate detail-patterns. But without a proper category-pattern, our brain is having a hard time to properly remember the detail-patterns or miss-associate them to the wrong category-pattern (which create even more confusion). Hope it was helpful somehow... | and colors. The job of the | Student | is to catch these boxes and | Positive | 0.97 | 0.0 | 0.89 | 0.95 |
| a_xPWXNVEeWxvQr3acyajw | As for the Statistical Inference course, this course is amazing but is presented in a more complex way than it should be. Once again the concepts are simple and the math not so hard, yet I had to do a lot of research outside the course to be able to understand these simple concepts and derive the not so hard mathematics. Brian Caffo is clearly brilliant and, I would say, seem to be a good lad too, but something is missing. Too often the details are thrown at us without being properly framed in the context or without having the proper concept being introduced progressively. I have a theory about teaching since I was 15, and so far it has proven to be true. Imagine that learning is about climbing a mountain in which tall steps have been carved. Each step is taller than the student. The teacher is somewhere higher than the students (not necessarily at the top, if there is such a thing). The job of the teacher is to throw boxes (concepts) and balls (details) of different size, shape and colors. The job of the student is to catch these boxes and balls and to put the right balls in the right boxes in order to make a staircase out of it to climb (at least) one of the giant stair up. A good teacher makes sure to throw the concepts first than the details and to clearly specify which balls go into which box, as well as which boxes go inside/over which other boxes. But most teacher simply throw the balls and boxes in an not so well structured manner, so the poor students try to catch as many as he can, but also miss a lot of them. His hands can hold a limited amount of balls. If he doesn't have the right box to put them, he would either miss the next balls, or put the one he hold in his hand in the wrong box. Bottom line, the best teachers are those who focus on the concepts (and context) and make sure that the concepts are well understood before introducing details to stuck in these concepts. From my experience our brain (or at least mine) better learn this way. It is as if our brain need first to establish a category-pattern (the concept/context) to which it will associate detail-patterns. But without a proper category-pattern, our brain is having a hard time to properly remember the detail-patterns or miss-associate them to the wrong category-pattern (which create even more confusion). Hope it was helpful somehow... | well structured manner, so the poor | Student | try to catch as many as | Negative | -0.81 | 0.0 | 0.89 | 0.95 |
| BK2bam0iEeW9CAqYJHF3zQ | This course contains quite some useful information, but overall it seems way too simple. Most of what it talked about were the basics and what common high school students would know. It could be much better if its depth could be made higher. | basics and what common high school | Student | would know. It could be much | Negative | -0.85 | -0.5 | 0.85 | 1.21 |
| BK2bam0iEeW9CAqYJHF3zQ | It is a very useful course. However I am again dissapointed about Coursera's new plocy about assigments, only paid students can participate. I was woundering pier review assignments can be opened for all stdents, perhaps certificate can be given to paid students. | new plocy about assigments, only paid | Student | can participate. I was woundering pier | Negative | -0.81 | 1.0 | 0.85 | 1.21 |
| BK2bam0iEeW9CAqYJHF3zQ | It is a very useful course. However I am again dissapointed about Coursera's new plocy about assigments, only paid students can participate. I was woundering pier review assignments can be opened for all stdents, perhaps certificate can be given to paid students. | certificate can be given to paid | Student | | Positive | 0.75 | 1.0 | 0.85 | 1.21 |
| BK2bam0iEeW9CAqYJHF3zQ | Gerry Landers, the course instructor, is a true professional of the field. What's more, he is the Teacher. I'm not exaggerating, he is the Teacher in nature. He explains everything in such a manner that everything gets straight to the skill level of unconscious mind, and you, as a student, are able to momentarily use that information in your everyday work. Also, I'd love to mention here the brilliant team work that has developed the way of delivering the knowledge as effectively. Shootings, changing backgrounds, wallpapers, headlines, sound, slides, bullet points, voice instructions combined with simultaneous written information - to say the demeanor is perfect would be a great understatement. I can judge, since I've successfully lived through quite a number of courses not only on Coursera but also on Edx and have a lot to compare with. I want to thank all of you, professionals, for such a delivery. And I strongly recommend every person anything interested in writing to join the course "Write Professional Emails in English" with Mr. Gerry Landers. Join the course unhesitatingly because it is worth finishing. | unconscious mind, and you, as a | Student | are able to momentarily use that | Positive | 0.73 | 1.0 | 0.85 | 1.21 |
| BK2bam0iEeW9CAqYJHF3zQ | I really appreciate the oportunity to have been a student on this course. It was great and I have learned a lot! Professor Lander is a great teacher! | the oportunity to have been a | Student | on this course. It was great | Positive | 0.76 | 1.0 | 0.85 | 1.21 |
| BK2bam0iEeW9CAqYJHF3zQ | Excellent way of dealing with students. Although I have completed just 2 weeks, I find this course very interesting. . | Excellent way of dealing with | Student | Although I have completed just 2 | Positive | 0.89 | 1.0 | 0.85 | 1.21 |
| BkWivH6zEeSXPiIACxeBkA | Amazing! The course, with the instructor's charismatic and powerful delivery, lives up to its name. It truly presents management perspectives critically and with great impact! The delivery style is unique because the lectures are filmed at real lectures, with the instructor speaking to students and students contributing their voices. It feels like you're part of the real lecture when listening to the instructor's teaching. Beside exceptional delivery style, the course structure is very engaging with business lessons that draw from history all over the world. The assignments are thought-provoking and make students think critically about management through practical scenarios that were discussed during the lectures. This is really great! One of the best courses from IE Business School. | the instructor speaking to students and | Student | contributing their voices. It feels like | Negative | -0.78 | 1.0 | 0.91 | 1.11 |
| BkWivH6zEeSXPiIACxeBkA | Amazing! The course, with the instructor's charismatic and powerful delivery, lives up to its name. It truly presents management perspectives critically and with great impact! The delivery style is unique because the lectures are filmed at real lectures, with the instructor speaking to students and students contributing their voices. It feels like you're part of the real lecture when listening to the instructor's teaching. Beside exceptional delivery style, the course structure is very engaging with business lessons that draw from history all over the world. The assignments are thought-provoking and make students think critically about management through practical scenarios that were discussed during the lectures. This is really great! One of the best courses from IE Business School. | The assignments are thought-provoking and make | Student | think critically about management through practical | Positive | 0.62 | 1.0 | 0.91 | 1.11 |
| BkWivH6zEeSXPiIACxeBkA | Lecturer is interesting, and manages to carry students along | is interesting, and manages to carry | Student | along | Positive | 0.7 | 0.5 | 0.91 | 1.11 |
| BkWivH6zEeSXPiIACxeBkA | This course will really make you think on the "hows and whys" of management decisions, and how they can destroy a business if not thought out carefully. The instructor's use of humor in a traditional classroom setting was also quite refreshing, as the interaction with the students is something that isn't present in most of the MOOCs that I've taken. I would like to see a second course offered on this topic by the same professor. | refreshing, as the interaction with the | Student | is something that isn't present in | Positive | 0.9 | 1.0 | 0.91 | 1.11 |
| BkWivH6zEeSXPiIACxeBkA | The videos were ok, reading materials added some value, although about three years have passed since the launch of the original course and the materials are all the same. I expected that something new would be introduced to give it a bit more value. But what is very questionable is the architecture of the quizzes. On one hand it goes way beyond the simplicity of the lenght of the course, assume a mindset that extends well beyond this course, and on the other hand after doing the quizzes some times and observing the considered right and wrong answers, some of them - to say the least, are highly ambiguous and express a personal point of view of the instructor in what is right or wrong (what by itself is not very reasonable), and lack ultimately in objectivity regarding the materials covered. I am not by any means saying that the quizzes are hard or simple, I am saying that they lack objectivity and go beyond the scope of the materials and try to put the student on a state of trying to guess what the instructor's opinion is regarding the question at hand. In some cases the 'best' answer chosen is absurd. Highly questionable this approach. Again, I believe that evaluations should be challeging, but these quizzes are a bit esoteric, they lack objectivity. Nonetheless, it is important to say thank you for being present in this platform and having the will to put it together. I wish you luck for the future. | materials and try to put the | Student | on a state of trying to | Negative | -0.82 | -0.5 | 0.91 | 1.11 |
| Bq5Eo50bEeW_wArffOXkOw | The lectures make important concepts easy to understand through thoughtful explanations and rigorous examples. The problems are well thought out as teaching vehicles to cement the concepts and make sure the student can think through problems and perform calculations on their own. | the concepts and make sure the | Student | can think through problems and perform | Negative | -0.79 | 1.0 | 0.98 | 1.23 |
| Bq5Eo50bEeW_wArffOXkOw | Its very interactive and the teacher very engage with the student even its only through video | the teacher very engage with the | Student | even its only through video | Negative | -0.85 | 1.0 | 0.98 | 1.23 |
| Bq5Eo50bEeW_wArffOXkOw | this course deals mostly with fundamental concepts and is very suitable for beginners. the instructor is extraordinary and focuses on helping students understand rather than merely conveying information. After this class I have got a basis understanding towards finance | is extraordinary and focuses on helping | Student | understand rather than merely conveying information. | Positive | 0.98 | 1.0 | 0.98 | 1.23 |
| Bq5Eo50bEeW_wArffOXkOw | A well built course, with clear lessons and good exercises that really make the students think and learn about finance subjects. | good exercises that really make the | Student | think and learn about finance subjects. | Positive | 0.64 | 1.0 | 0.98 | 1.23 |
| Bq5Eo50bEeW_wArffOXkOw | The Worst Course EVER on Coursera: It is important to realize at the outset that I am a very avid learner and always give everything a chance to be completely tried out before giving a judgement, and unfortunately, this course is by far, the only bad course I've encountered on Coursera for the following reasons: 1- The professor wastes a whole week's module on explaining something trivial like the interest rate and compound interest rate without naming the necessary terminology that is commonly used. 2- To make things worse, he has a condescending perspective on students and wastes so much time glorifying himself in an upsetting manner that patronizes learners. 3- His demeanour is unprofessional and quite disturbing when he gives mentions at the end of the week that 'I can feel you. I can feel each one of you now' to the degree that even the camera-person filming him cuts his nonsense out. 4- After putting up with all his boring nonsense that I already know, despite being a linguist not a finance person, I gave him a chance and started doing his first 10-question Quiz, which was completely isolated from reality and unrelated to his course material or teaching. 5- All questions were boring and calculation-intensive, and I still gave him and a chance and went through the whole boring set of 10 questions just to tell me that it needs upgrading for such a banal and facile course. Now, I have an idea about the level of Teaching at Michigan University and I will recommend all my friends not to attend such a university due to the previously-mentioned reasons. A complete waste of space. | he has a condescending perspective on | Student | and wastes so much time glorifying | Negative | -0.73 | -1.0 | 0.98 | 1.23 |
| Bq5Eo50bEeW_wArffOXkOw | The greatest course on Finance ever!!! Gautam is fantastic! He makes finance understandable and fun. I love his courses and his way of teaching! He seems to love the subject matter and shows that he is interested and cares about delivering the material to the students so that they start appreciating it too. There should be more teachers like him. TOP course! TOP professor!!! | about delivering the material to the | Student | so that they start appreciating it | Negative | -0.75 | 1.0 | 0.98 | 1.23 |
| bRPXgjY9EeW6RApRXdjJPw | It is a pleasure to watch Dr. Odersky unveiling concepts of Functional Program, taking a keen student along with him. Fantastic course! I will recommend to everyone. | of Functional Program, taking a keen | Student | along with him. Fantastic course! I | Positive | 0.99 | 1.0 | 1.16 | 1.32 |
| bRPXgjY9EeW6RApRXdjJPw | I really enjoyed the course, even though some of the concepts were quite familiar as a CS graduate student. Prof Martin Ordesky goes to fine details, which make the Scala big picture much clearer. Definitely recommended. | quite familiar as a CS graduate | Student | Prof Martin Ordesky goes to fine | Positive | 0.82 | 1.0 | 1.16 | 1.32 |
| bRPXgjY9EeW6RApRXdjJPw | I am a statistician who works primarily with R, with some Python for the things Python is better for. I know how to program, but I explicitly note I am not a computer science student. I have only limited experience with the command prompt. I was very excited when I heard about this course, but the amount of work and frustration just to get started programming in Scala has been obscene. I am very, very glad I decided to check out the course for free before paying for the specialization. The course has a lot of required software. The tutorials to get this software often involve "You need this, but so save time we're going to skip showing you how to get it. If it doesn't work, you need to install it." There is a lot of variability in OSs. Many errors are often encountered. There is no help. Among the things the course requires are two (three?) IDEs for Scala (I note the video tutorials says you just need some sort of IDE... but you need IntelliJ, and Eclipse to submit...). The guides show how to get started on a Mac. The software is not the same on Windows, and so 'step by step instructions' become a guessing game, because many options or menus are missing or different. There are many better and more friendly guides on the internet. I may return to the transcripts of the course content here, but I won't be submitting any coursework. I'm going to warn my colleagues away as well. Forget Coursera - I'll just buy a book and work through it like everyone else I know. | I am not a computer science | Student | I have only limited experience with | Negative | -0.76 | -1.0 | 1.16 | 1.32 |
| bzK7K9cYEeSV9iIAC0wBBw | Overly-remedial information, but that is not what earns this course such a poor evaluation from me. The poor evaluation comes from the composition of the review quizzes: The end-of-section quizzes ask questions to which there can be more than one correct answer, yet only a single response will receive credit. Example: "A recommended solution to a problem is valued by an executive because..." Followed by four possible answers: One of which is clearly incorrect while one makes an awful assumption. These two choices can be eliminated easily. However, the final two options are BOTH UNARGUABLY CORRECT, but only one was briefly mentioned in the material (reading or video), and thus only that one receives credit. Unfortunately, this demonstrates the course creators' desire to value a student's memorization of the instructor's own unique words over the student's assimilation of the course content and ideas. Course-takers beware, this course seems more tailored to stroking Ms. Bravo's ego than to you actually learning anything of commercial value. | course creators' desire to value a | Student | memorization of the instructor's own unique | Positive | 0.98 | -1.0 | 0.81 | 0.99 |
| bzK7K9cYEeSV9iIAC0wBBw | Overly-remedial information, but that is not what earns this course such a poor evaluation from me. The poor evaluation comes from the composition of the review quizzes: The end-of-section quizzes ask questions to which there can be more than one correct answer, yet only a single response will receive credit. Example: "A recommended solution to a problem is valued by an executive because..." Followed by four possible answers: One of which is clearly incorrect while one makes an awful assumption. These two choices can be eliminated easily. However, the final two options are BOTH UNARGUABLY CORRECT, but only one was briefly mentioned in the material (reading or video), and thus only that one receives credit. Unfortunately, this demonstrates the course creators' desire to value a student's memorization of the instructor's own unique words over the student's assimilation of the course content and ideas. Course-takers beware, this course seems more tailored to stroking Ms. Bravo's ego than to you actually learning anything of commercial value. | instructor's own unique words over the | Student | assimilation of the course content and | Positive | 0.97 | -1.0 | 0.81 | 0.99 |
| bzK7K9cYEeSV9iIAC0wBBw | A good introduction to Workplace Communication. The resources supplied were extremely helpful. I didn't pay so much attention to the slides that came with this - in fact, I'm not even sure how relevant they are looking back. I had expected the overview videos to be an insight to the resource content, but it wasn't quite compiled that way. The tests could have been longer, and perhaps could have contained obvious solutions - in some instances the solutions provided were all applicable, leaving the student to select the best option. In other instances the options available weren't even discussed in the content, confusing the student. | provided were all applicable, leaving the | Student | to select the best option. In | Positive | 0.84 | 0.0 | 0.81 | 0.99 |
| bzK7K9cYEeSV9iIAC0wBBw | A good introduction to Workplace Communication. The resources supplied were extremely helpful. I didn't pay so much attention to the slides that came with this - in fact, I'm not even sure how relevant they are looking back. I had expected the overview videos to be an insight to the resource content, but it wasn't quite compiled that way. The tests could have been longer, and perhaps could have contained obvious solutions - in some instances the solutions provided were all applicable, leaving the student to select the best option. In other instances the options available weren't even discussed in the content, confusing the student. | discussed in the content, confusing the | Student | | Negative | -0.68 | 0.0 | 0.81 | 0.99 |
| CEwR00UZEeWb8RJf7Z1H0w | It is an Excellent course. First i will thank to coursera for provide these type of courses.Students must get a very good knowledge when they did attend the all sessions. | for provide these type of courses. | Student | must get a very good knowledge | Positive | 0.93 | 0.5 | 0.92 | 0.98 |
| CEwR00UZEeWb8RJf7Z1H0w | Great course, but there is no forum for interacting with fellow students | no forum for interacting with fellow | Student | | Negative | -0.89 | 0.5 | 0.92 | 0.98 |
| CEwR00UZEeWb8RJf7Z1H0w | This is not a technical course. The students can understand easily. | is not a technical course. The | Student | can understand easily. | Negative | -0.7 | 1.0 | 0.92 | 0.98 |
| CEwR00UZEeWb8RJf7Z1H0w | Pros:- Gives a brief overview of IoT ecosystem. Dr. Harris teaches complex things in an easy manner. Cons:- Assignments are not available for audit students. Request coursera to open assignments for audit students as well. | Assignments are not available for audit | Student | Request coursera to open assignments for | Positive | 0.77 | 0.0 | 0.92 | 0.98 |
| CEwR00UZEeWb8RJf7Z1H0w | Pros:- Gives a brief overview of IoT ecosystem. Dr. Harris teaches complex things in an easy manner. Cons:- Assignments are not available for audit students. Request coursera to open assignments for audit students as well. | coursera to open assignments for audit | Student | as well. | Positive | 0.66 | 0.0 | 0.92 | 0.98 |
| CEwR00UZEeWb8RJf7Z1H0w | The course was very interactive and compelled the students to look further and think. | was very interactive and compelled the | Student | to look further and think. | Negative | -0.66 | 1.0 | 0.92 | 0.98 |
| CEwR00UZEeWb8RJf7Z1H0w | Aimed only for people with zero background in the IoT paradigm. While well organized and structured, it only provides the student with the minimum basics of the IoT and embedded systems concepts. | and structured, it only provides the | Student | with the minimum basics of the | Positive | 0.87 | -0.5 | 0.92 | 0.98 |
| CJs0DTk_EeWYbg7p2_3OHQ | Good basic learning course in javascript. Most of the students dont know even the simple basic concepts related to web design. Those can be covered in this course...Happy Coding Everybody. | course in javascript. Most of the | Student | dont know even the simple basic | Negative | -0.88 | 0.5 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | I've been learning along with this instructor from Course one of this specialization. It's a great course overall! However, compared with the two other courses I took from this specialization, it would be better if the instructor break down the syntax more and explain it in a more detailed way to help students fully understand how it works, why it's there and how we should write! Thank you! | a more detailed way to help | Student | fully understand how it works, why | Positive | 0.9 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | The way of teaching is nice.But they need to provide live practice after every session .in free.As I know codepen is not free of cost.so please provide practice session after every session.so that the prasctice can be done more and more and student will be benefited a lot by this | be done more and more and | Student | will be benefited a lot by | Positive | 0.83 | 0.5 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | Excellent. The best course so far in the Specialization. While it obviously can't teach every nuance of Javascript in four weeks, what it can do is give a foundation for further independent learning. I've avoided JavaScript for years despite decades of programming experience in older languages because I just couldn't be bothered getting my head around events and DOM--but now it all seems so straightforward I wish I'd taken the plunge years ago. Nice straightforward step by step guidance to get past the inevitable stumbling blocks and loads of support in the forums from fellow students and staff. | support in the forums from fellow | Student | and staff. | Positive | 0.7 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | As a beginner student. I enjoyed a good course that it gave me the tools to continue to seek methods to learn JavaScript and everything related to web design. | As a beginner | Student | I enjoyed a good course that | Positive | 0.94 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | Professor Colleen is fantastic. She takes it step by step equiping the students with the fundamentals. It's a very efficient course. Thank you, Colleen! | it step by step equiping the | Student | with the fundamentals. It's a very | Positive | 0.89 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | A great course. A perfect way to be introduced to JavaScript. I really liked that the course pace stays the same all of the way, so the student can keep going on. I also liked the continuous encouraging of the teacher for the students to code, which is a key factor united to the the great explanations that we can find in each video. Thank you very much! | all of the way, so the | Student | can keep going on. I also | Positive | 0.72 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | A great course. A perfect way to be introduced to JavaScript. I really liked that the course pace stays the same all of the way, so the student can keep going on. I also liked the continuous encouraging of the teacher for the students to code, which is a key factor united to the the great explanations that we can find in each video. Thank you very much! | encouraging of the teacher for the | Student | to code, which is a key | Positive | 0.62 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | This course is the best I have seem through out of the web. It is exactly I was looking for. Collen is a great teacher and able to provide excellent learning flow for student who has good knowledge of HTML an CSS, but very little on javascript. I was able to complete the lesson in less than 4 week, now I feel confident on learning more advance stuff. Thank you! | to provide excellent learning flow for | Student | who has good knowledge of HTML | Positive | 0.97 | 1.0 | 0.37 | 1.23 |
| CJs0DTk_EeWYbg7p2_3OHQ | She Explained very well. It will be helpful for new Student. Really nice lectures by Her | It will be helpful for new | Student | Really nice lectures by Her | Positive | 0.86 | 1.0 | 0.37 | 1.23 |
| ClCx1sbdEeShXyIAC5MC2w | A great introduction to the variety of knowledge and skills a first year veterinary student encounters. Found the content regarding animal care, body systems and clinical skills interesting. | and skills a first year veterinary | Student | encounters. Found the content regarding animal | Positive | 0.77 | 0.5 | 0.66 | 1.09 |
| ClCx1sbdEeShXyIAC5MC2w | This is a really good overview about Veterinarian course. It goes into some depth to see, what I might be learning in a course as a student at a university. Thank you very< much for this online course. | learning in a course as a | Student | at a university. Thank you very< | Positive | 0.79 | 1.0 | 0.66 | 1.09 |
| ClCx1sbdEeShXyIAC5MC2w | i think these types of courses are great for students wanting to enroll in a veterinary school. thanks for all your support. | types of courses are great for | Student | wanting to enroll in a veterinary | Positive | 0.95 | 0.5 | 0.66 | 1.09 |
| ClCx1sbdEeShXyIAC5MC2w | I am a vet student at the UoE, so this was very interesting to me and a great review of everything I have learnt so far + new info on the school's history which I didn't even know before. Great course! | I am a vet | Student | at the UoE, so this was | Negative | -0.75 | 1.0 | 0.66 | 1.09 |
| CQk7JA46EeWuEBJhzy2uFw | Very Much Useful to Student Community, particularly when these are given in form of assignments to student groups. the videos are interesting at the same time it gives a joy of Fun Learning | Very Much Useful to | Student | Community, particularly when these are given | Positive | 0.84 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Very Much Useful to Student Community, particularly when these are given in form of assignments to student groups. the videos are interesting at the same time it gives a joy of Fun Learning | given in form of assignments to | Student | groups. the videos are interesting at | Negative | -0.75 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Loved the course. It enlighten me on both grammar and punctuation that was not conveyed clearly at school as a student growing up. I love the English language and would love to write a book someday. I am happy to gain this knowledge through this course. Keep it up. | conveyed clearly at school as a | Student | growing up. I love the English | Positive | 0.99 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | I really like the way students are involved in activities through the assignments. They students are also introduced among themselves and get to review each others work which boosts confidence and also inflicts more interest | I really like the way | Student | are involved in activities through the | Positive | 0.72 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | I really like the way students are involved in activities through the assignments. They students are also introduced among themselves and get to review each others work which boosts confidence and also inflicts more interest | in activities through the assignments. They | Student | are also introduced among themselves and | Positive | 0.67 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | I am Brazilian, and I have been studying English since 2011 as a second language. So far, I have not found I course like Grammar and Punctuation. What makes the difference is that it explains the content in a simple way so that students can learn easily. Besides, I learned things on the lecture videos that I had not learned until then. | in a simple way so that | Student | can learn easily. Besides, I learned | Positive | 0.96 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | As a college level academic English teacher, I've learned quite a lot from Tamy's lessons. Tamy's instructions are very clear, systematic, and effective. This course can be a very valuable supplementary resource for EAP students' self-study. I will definitely recommend this course to my students. Thank you very much. | very valuable supplementary resource for EAP | Student | self-study. I will definitely recommend this | Positive | 1.0 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | As a college level academic English teacher, I've learned quite a lot from Tamy's lessons. Tamy's instructions are very clear, systematic, and effective. This course can be a very valuable supplementary resource for EAP students' self-study. I will definitely recommend this course to my students. Thank you very much. | definitely recommend this course to my | Student | Thank you very much. | Positive | 1.0 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Very useful for both students and teachers. | Very useful for both | Student | and teachers. | Positive | 0.84 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | A very weak course, gives very little knowledge of grammar, doesn't really explain quite a lot of things. If you are a first year primary school student, this course might be helpful, otherwise a complete waste of time. | are a first year primary school | Student | this course might be helpful, otherwise | Negative | -0.78 | -1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Even though the course was pretty basic, there were many new things I learned, especially certain tips and tricks. The lessons are simple; the examples were good for understanding and to the point. The course-content, video and audio qualities are good. Links to extra materials are also provided towards the end of each week. I felt the assignments were too simple. They were reviewed by other students and not by the course organisers. Though peer-review is a good practice, comments from the teachers would be much appreciated. I would prefer more options for discussion on a topic, other than through the assignments alone. | simple. They were reviewed by other | Student | and not by the course organisers. | Negative | -0.84 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | It was an excellent refresher course. The course included a lot of student reviews. In my opinion there was a plus and a negative to this. It was great at inspiring student interaction; however, because the teacher didn't review the work after, if the student had a misguided interpretation it may lead you astray. | The course included a lot of | Student | reviews. In my opinion there was | Positive | 0.68 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | It was an excellent refresher course. The course included a lot of student reviews. In my opinion there was a plus and a negative to this. It was great at inspiring student interaction; however, because the teacher didn't review the work after, if the student had a misguided interpretation it may lead you astray. | this. It was great at inspiring | Student | interaction; however, because the teacher didn't | Positive | 0.97 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | I think this is a good review for someone who has the basic in English grammar; however, if you're an ESL student or English-speaking person (who need to start over in grammar). Study first before starting this course. A lot of the feedback in the forum, I found to be poor except when it came from an English-speaking person. You get a lot of: " OK, Great, etc..", no real feedback. | grammar; however, if you're an ESL | Student | or English-speaking person (who need to | Negative | -0.72 | 0.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | It's a good course, and it has a good structure to push student forward to improve their writing skills. | has a good structure to push | Student | forward to improve their writing skills. | Positive | 0.77 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | This was a very well done course with many different ways to practice the skills being taught. There are a few bugs in the assignment section, particularly in week 4, that impacted students' ability to review one anothers' work. | particularly in week 4, that impacted | Student | ability to review one anothers' work. | Negative | -0.72 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | This course is great. The easy to follow lectures allows students to grasp the material with wasting a lot of time. In addition, students will be will be about to use their new found knowledge as soon as the videos are completed. | The easy to follow lectures allows | Student | to grasp the material with wasting | Positive | 0.96 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | This course is great. The easy to follow lectures allows students to grasp the material with wasting a lot of time. In addition, students will be will be about to use their new found knowledge as soon as the videos are completed. | a lot of time. In addition, | Student | will be will be about to | Negative | -0.67 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Great course for students who need to polish their English or refresh some grammar and punctuation. I'm a teacher of ESL, and I got new sources to explain punctuation, conjunctions and tenses to my students. | Great course for | Student | who need to polish their English | Positive | 0.94 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Good enough for students who know a little about English writing, but it is a little too easy for international students who have already begun their study in America. | Good enough for | Student | who know a little about English | Positive | 0.63 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Good enough for students who know a little about English writing, but it is a little too easy for international students who have already begun their study in America. | a little too easy for international | Student | who have already begun their study | Positive | 0.87 | 0.5 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | The course is well planned and organised. Students have an opportunity to interact with each other; moreover, they help and revise classmates's work. In addition, given material is interesting and helpful. | course is well planned and organised. | Student | have an opportunity to interact with | Positive | 0.96 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | I loved the explanation of the objects and students. Enjoyed duscussions and assignments. Thanks! | the explanation of the objects and | Student | Enjoyed duscussions and assignments. Thanks! | Negative | -0.83 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | I loved the way the exercises work, especially the interaction with other students. And also, the topics they manage are really helpful, and the way they explain them, with keywords, are really useful in practice. Love it, will make the next specialization course =D | work, especially the interaction with other | Student | And also, the topics they manage | Positive | 0.98 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Very useful course for foreign English students. I appreciated your help. | Very useful course for foreign English | Student | I appreciated your help. | Positive | 0.87 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | Very easy to follow. Videos are short but at the same time they deliver the perfect amount of information you need in order to proceed with no further problems. I loved how we review other students projects, the helps everyone to learn and succeed in class. | I loved how we review other | Student | projects, the helps everyone to learn | Positive | 0.98 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | This course is engaging, fun, and very informative. I would suggest everyone should take it even if English is your native tongue. It will help you understand how and why our sentences are structure and deeper understand of the language. I am thoroughly enjoying this course. I really enjoy interacting with the other students that is most fun! | really enjoy interacting with the other | Student | that is most fun! | Positive | 0.91 | 1.0 | 0.72 | 1.16 |
| CQk7JA46EeWuEBJhzy2uFw | The course focuses on some of the most important aspects of English grammar which are used frequently. Also, these are the topics where students tend to make mistakes. However, few additional topics could have been added to the course | Also, these are the topics where | Student | tend to make mistakes. However, few | Positive | 0.77 | 0.5 | 0.72 | 1.16 |
| ct7G8DVLEeWfzhKP8GtZlQ | Great glass! The assignments were well designed and a lot of effort was put in to making sure students could understand what they were supposed to do. I've found that good assignments are were most other courses are very lacking. Having good assignments is what really motivates me to finish a class, and it's what helps me verify I've actually learned something. | was put in to making sure | Student | could understand what they were supposed | Negative | -0.99 | 1.0 | 0.88 | 1.14 |
| ct7G8DVLEeWfzhKP8GtZlQ | I am a chinese student. I still can't express my words in English freely , so I just say thank you. | I am a chinese | Student | I still can't express my words | Positive | 0.76 | 1.0 | 0.88 | 1.14 |
| c_rkuRoBEeWDtQoum3sFeQ | The teachers and instructors really should make better videos and stop giving peer edit assignment when people are picky and do not grade your assignment. The instructors should also give their contacts to let their students contact them when the discussion forums dont work | give their contacts to let their | Student | contact them when the discussion forums | Negative | -0.66 | -1.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | For the eager student maybe some more resources should have been shared. I was hoping to learn some production quality environment basics e.g. the ideal editor, best practices etc. That said- I really liked how the 3 components, css, js and html were stitched together to help understand interactive webpages using js. | For the eager | Student | maybe some more resources should have | Negative | -0.81 | 0.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Im very happy to see that the authors improved the course by actually showing the students how to integrate JS and HTML. I still can't understand why its not allowed the access to the projects to students that won't purchase the course. There are several of other courses @Coursera that require payment only if you want the certificate. I guess that hundreds of students would be happy to see that as the general procedure. Thanks to all the authors for such a wonderful material. Im continuing to the 2nd level of the specialisation. | the access to the projects to | Student | that won't purchase the course. There | Positive | 0.73 | 0.5 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Im very happy to see that the authors improved the course by actually showing the students how to integrate JS and HTML. I still can't understand why its not allowed the access to the projects to students that won't purchase the course. There are several of other courses @Coursera that require payment only if you want the certificate. I guess that hundreds of students would be happy to see that as the general procedure. Thanks to all the authors for such a wonderful material. Im continuing to the 2nd level of the specialisation. | certificate. I guess that hundreds of | Student | would be happy to see that | Negative | -0.88 | 0.5 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | It's a great course to learn the basics, plus you get testimonials about how some are doing in the business. Mostly younger college students but never the less, still useful. | in the business. Mostly younger college | Student | but never the less, still useful. | Negative | -0.84 | 0.5 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Material is relevant. Most of the assignments require student guesswork, writing functions not covered in the lecture. | relevant. Most of the assignments require | Student | guesswork, writing functions not covered in | Negative | -0.63 | 0.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | it started off as being for beginners but after a while it was rushed and made it extremely difficult for beginners to keep up. Please dont just tell the student to go and write the code for something without giving a hint. Also, there were math mistakes in the course material that are easy to fix. | up. Please dont just tell the | Student | to go and write the code | Negative | -0.87 | 0.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | This course is misleading in a lot of ways. It is not for beginners at all. The quizzes in the course are beyond impossible. The lecture videos give an introduction to some concepts, but you are left on your own to figure everything out. They do not provide the proper tools to enable students to understand or pass. Reading through a lot of the discussion boards, there are two types of students: 1. those like me, who have never programmed in their life, and cannot figure any of this out, and 2. Those who have all sorts of experience and write things that are way advanced for a "Beginners" course. Do yourself a favor, and seriously do some research on appropriate programs before signing up for this one. It needs to be structured way better than what it is now. | provide the proper tools to enable | Student | to understand or pass. Reading through | Negative | -0.74 | -1.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | This course is misleading in a lot of ways. It is not for beginners at all. The quizzes in the course are beyond impossible. The lecture videos give an introduction to some concepts, but you are left on your own to figure everything out. They do not provide the proper tools to enable students to understand or pass. Reading through a lot of the discussion boards, there are two types of students: 1. those like me, who have never programmed in their life, and cannot figure any of this out, and 2. Those who have all sorts of experience and write things that are way advanced for a "Beginners" course. Do yourself a favor, and seriously do some research on appropriate programs before signing up for this one. It needs to be structured way better than what it is now. | boards, there are two types of | Student | 1. those like me, who have | Negative | -0.82 | -1.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | This course is great! Helped me revise HTML and CSS concepts. It really got me started with functionally using javascript. Only this, they must let the students know which library or API do we work on while learning image manipulation in Javascript. | Only this, they must let the | Student | know which library or API do | Negative | -0.77 | 0.5 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | The course is great. Loved the HTML and CSS basics. I do have a couple of recommendations for javascript part. There was no example of how to integrate javascript to an HTML page. i.e., just a small example of a web page where user can upload an image and then process it would give a complete understanding of javascript. I do understand that this specialization is for Java so you don't want to concentrate on js much but that would be helpful. The steganography example seem a bit complicated for people who are new to programming. I personally loved it and in-fact found it very useful to not just program but also to learn more optimal programming but in the courses that I checked, most students seems to be struggling. You may want to revisit the video introducing steganography. I would still suggest you to keep this as part of curriculum. | the courses that I checked, most | Student | seems to be struggling. You may | Negative | -0.79 | 0.5 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Well, I think I learnt some things about JavaScript, HTML and CSS. However, the course hasn't been focused on programming with JavaScript to solve real problems. All assignments are based on the creation of images from scratch, the modification of these images and hide messages in an original image. I really don't think these types of assignments can help students to learn Web technology. In fact, I know some professional Web programmers that they don't use javascript to manipulate images but in some cases when it is really necessary. I'd change the way of how the assignments are presented to prove the students' skills. For example, a possible assignment could be the implemention of a counter on a Web page using JavaScript or the creation of a web page with buttons, emerging messages, menus etc. On the web (Googling), there are a lot of codes that allow these funcionalities and could be used and modified by other students to create their own Web page. | these types of assignments can help | Student | to learn Web technology. In fact, | Positive | 0.7 | 0.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Well, I think I learnt some things about JavaScript, HTML and CSS. However, the course hasn't been focused on programming with JavaScript to solve real problems. All assignments are based on the creation of images from scratch, the modification of these images and hide messages in an original image. I really don't think these types of assignments can help students to learn Web technology. In fact, I know some professional Web programmers that they don't use javascript to manipulate images but in some cases when it is really necessary. I'd change the way of how the assignments are presented to prove the students' skills. For example, a possible assignment could be the implemention of a counter on a Web page using JavaScript or the creation of a web page with buttons, emerging messages, menus etc. On the web (Googling), there are a lot of codes that allow these funcionalities and could be used and modified by other students to create their own Web page. | assignments are presented to prove the | Student | skills. For example, a possible assignment | Negative | -0.64 | 0.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Well, I think I learnt some things about JavaScript, HTML and CSS. However, the course hasn't been focused on programming with JavaScript to solve real problems. All assignments are based on the creation of images from scratch, the modification of these images and hide messages in an original image. I really don't think these types of assignments can help students to learn Web technology. In fact, I know some professional Web programmers that they don't use javascript to manipulate images but in some cases when it is really necessary. I'd change the way of how the assignments are presented to prove the students' skills. For example, a possible assignment could be the implemention of a counter on a Web page using JavaScript or the creation of a web page with buttons, emerging messages, menus etc. On the web (Googling), there are a lot of codes that allow these funcionalities and could be used and modified by other students to create their own Web page. | be used and modified by other | Student | to create their own Web page. | Positive | 0.77 | 0.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | A giant and complete waste of time. $79, and 1 month of work and it's all Javascript, no java. Worse yet, you are required to work in BlueJ, (google it) with custom Javascript functions that you are not allowed to view or use outside the course. So, none of the code you write in this course will ever be able to be used anywhere else. (The functions probably are in a minified file, but the students were not given access to that file.) A complete waste of time. I would give it ZERO stars but can't submit this rating without giving it one star. | in a minified file, but the | Student | were not given access to that | Negative | -0.95 | -1.0 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | Week 4 was a big leap from week 3. Difficult with less time to complete the project. But course was good . I think course could be extended by adding 2 more weeks so that more practice sessions could be given to students. | practice sessions could be given to | Student | | Positive | 0.81 | 0.5 | 0.83 | 0.97 |
| c_rkuRoBEeWDtQoum3sFeQ | This class is challenging for a beginner but really does teach a lot in a short time frame. I feel that some concepts in week 4 were much harder than necessary for a beginner, but am glad I didn't give up. Some students said they were dropping it in the forums after having passed previous weeks. I'm glad I stuck with it though because I believe that I was able to get far enough in my understanding to pass this course and also give me an idea of some things I may like to explore in the future. It's possible to pass this course even if one of the concepts has you frustrated. Keep with it! | glad I didn't give up. Some | Student | said they were dropping it in | Negative | -0.98 | 1.0 | 0.83 | 0.97 |
| d086Bc9YEeSS_CIACzcAUg | Covered a broad range of religious beliefs about the afterlife. Solid overview of Darwin and evolution as well as good videos e.g. Dawkins, Hitchens, Harris. The videos of actual classroom delivery with students provided a realism to the online experience. Both profs. were excellent teachers with the necessary skills to handle sensitive topics. The course could be improved by more clearly written assignments. The content of these assignments was appropriate but the word structure was too vague and in some cases disjointed. Excellent course. Well done Rutgers. | videos of actual classroom delivery with | Student | provided a realism to the online | Positive | 0.72 | 0.5 | 0.55 | 1.16 |
| d086Bc9YEeSS_CIACzcAUg | Essential course for every student , thinker and even human being, | Essential course for every | Student | , thinker and even human being, | Positive | 0.9 | 1.0 | 0.55 | 1.16 |
| d086Bc9YEeSS_CIACzcAUg | The course starts by having students identify what they were taught to believe and walks the student through the human concept of soul belief. It takes you on a journey of religious progression and rationalizes mind and body experience. Thanks so much Corrsera, Ruthers, Professors Daniel Ogilvie and Leonard Hamilton, and all the great guest speakers for such an outstanding course. | The course starts by having | Student | identify what they were taught to | Negative | -0.77 | 1.0 | 0.55 | 1.16 |
| d086Bc9YEeSS_CIACzcAUg | The course starts by having students identify what they were taught to believe and walks the student through the human concept of soul belief. It takes you on a journey of religious progression and rationalizes mind and body experience. Thanks so much Corrsera, Ruthers, Professors Daniel Ogilvie and Leonard Hamilton, and all the great guest speakers for such an outstanding course. | taught to believe and walks the | Student | through the human concept of soul | Positive | 0.71 | 1.0 | 0.55 | 1.16 |
| d086Bc9YEeSS_CIACzcAUg | Summary: Unit 1 is comprehensive in covering historical foundations of after-life beliefs, from pre-history to modern times. This is a necessary grounding to understand the evolution of religion. It provides different religious perspectives on the issue, and Prof Hamilton brings about an objective view in exploring the topic. Perhaps the important thing for students to better appreciate the course is that it is titled Soul "Beliefs". These are beliefs from different religions, not facts. It is necessary to keep that in mind. Understanding that will lead to a more unbiased and scientific approach towards the topic. Context: I came across this course after recently losing my fiancée. Am going through Unit 2 at the moment. I grew up in a Buddhist environment for over 20 years before distancing myself over the last several years. I appreciate the philosophies of Buddhism and that of other religions, but I would describe myself to be agnostic. My recent experiences and subsequent studies of history, philosophy, neuroscience and psychiatry and various interactions with different religious leaders have only reinforced this perspective. This course has been very helpful in providing unbiased information on the topic of after-life beliefs. | topic. Perhaps the important thing for | Student | to better appreciate the course is | Positive | 0.74 | 1.0 | 0.55 | 1.16 |
| d64E7li7EeWylgpjfV1KVQ | Very enjoyable course. A big thank to all the teachers! Especially the humorous and charming Dr Dixon. I never thought American teachers could be so humorous as I have some bad experience with an American teacher when I was young. When I started my Form 1 secondary education at the age of 13, an American male teacher marched into our classroom and ordered us to have an English name each. He said that our Chinese names sounded silly to him and they were difficult to pronoun. I said to him as I came from a village and my mother was illiterate, could he recommend a name. He said that he didn't care, i could call myself Barbara, Mary, anything I like. I felt so insulted and that put me off from learning English for a long time. I guess he was using Direct approach at that time because he did not speak Chinese, and none of the students understood English then. We did not understand what he said throughout the whole year. I am proud of the name my father gave me and I still only use my Chinese name. | speak Chinese, and none of the | Student | understood English then. We did not | Negative | -0.98 | 1.0 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | Lot's of interesting background to language teaching and learning. The material is presented clearly although the instructor may not be to all students' taste. Keep going, however, as the later courses are even better! | instructor may not be to all | Student | taste. Keep going, however, as the | Positive | 0.96 | 0.5 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | I am happy be as Coursera student. I learned a lot of new and useful things from this course . I recommend! | I am happy be as Coursera | Student | I learned a lot of new | Positive | 0.98 | 1.0 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | i think the presenters have such an excellent way of delivery that the students catch on. | excellent way of delivery that the | Student | catch on. | Positive | 0.86 | 1.0 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | Like the course before this one, Theories of Second Language Acquistion was exceptional. I love how the professors creatively distill very important facts and information in a format that is enjoyable and refreshing for students. I wish all Coursera Courses were carefully planned and presented like this course - how you present it is just as important as the content that you are presenting. | that is enjoyable and refreshing for | Student | I wish all Coursera Courses were | Positive | 0.99 | 1.0 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | This course was really time taking as in it required a committed time to read through and analyze different approaches. I felt like a student after a long time. Thank you Dr. Shane for your different avatars and Ms. Jessica for a very clear summarization. Thanks to all the teachers involved. | different approaches. I felt like a | Student | after a long time. Thank you | Negative | -0.79 | 1.0 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | Amazing teachers, valuable information and top-quality materials! Thanks so much for making this course - I gained a lot from it, especially from giving and receiving feedback from fellow students. The only thing I didn't enjoy much are some questions in the tests because sometimes they seem a bit irrelevant. I would recommend making the tests a bit more to the point and reducing the amount of questions (especially the one in the final tests like "who inspired the angel and devil debate ":) Thanks for your work!!! | giving and receiving feedback from fellow | Student | The only thing I didn't enjoy | Negative | -1.0 | 1.0 | 0.91 | 1.27 |
| d64E7li7EeWylgpjfV1KVQ | The instructors' videos are hilarious, making the content memorable. Well worth paying for this course just for its comedic value alone. Unlike the first course in the specialization, which focused on students speaking through video recordings, the second course focuses on writing short answers to demonstrate comprehension. | in the specialization, which focused on | Student | speaking through video recordings, the second | Negative | -0.64 | 1.0 | 0.91 | 1.27 |
| DDBg7AlXEeWTSSIAC0MDtg | The lectures were great. While some people complained that "the instructor is reading off something else" that never seemed to be a problem. Mr. Klemmer did a good job of making the lectures friendly and understandable. The best part of the course was the assignments. I loved how I actually had to go to people and interview them, draw storyboards of ideas I have and heuristically evaluate sites. The assignments made sure I was actually engaged in doing them. One thing I would suggest is to try different motifs for different sessions. It seems that students always work with a "transportation problem" in this course. That can be mixed up from time to time I think to give the students a more diversified experience of Human Centered Design. | for different sessions. It seems that | Student | always work with a " transportation | Positive | 0.71 | 1.0 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | The lectures were great. While some people complained that "the instructor is reading off something else" that never seemed to be a problem. Mr. Klemmer did a good job of making the lectures friendly and understandable. The best part of the course was the assignments. I loved how I actually had to go to people and interview them, draw storyboards of ideas I have and heuristically evaluate sites. The assignments made sure I was actually engaged in doing them. One thing I would suggest is to try different motifs for different sessions. It seems that students always work with a "transportation problem" in this course. That can be mixed up from time to time I think to give the students a more diversified experience of Human Centered Design. | time I think to give the | Student | a more diversified experience of Human | Positive | 0.88 | 1.0 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | Love the succinct quality of the videos. The information was clear, and the assignments easy to follow. I learned a lot, and felt supported by the community. I felt a bit rushed for some assignments, specially the rapid prototyping one. Better understanding of the time that would take me to conceptualize and draw was needed (the 2 hours observed on the time estimate were not realistic on my part - it took me 7 hours give or take for the whole assignment - and apparently other students have the same issue, since 4 assignments I graded were missing sketches or re-using the same ones for different scenarios.) | whole assignment - and apparently other | Student | have the same issue, since 4 | Negative | -0.88 | 0.5 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | Grading by students concept is not 100% accurate. No feedback from teachers. Material is not very easy explained. | Grading by | Student | concept is not 100% accurate. No | Negative | -0.86 | 0.0 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | Interesting, though instructor's participation and help could have been more noticable. The course has way many blank gaps and question, and all these questions are clarified by students - each with his own understanding. I think the instructor must be a person to answer all the question about the course. Thanks. | all these questions are clarified by | Student | - each with his own understanding. | Positive | 0.97 | 0.5 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | Great course. A lot of practical knowledge is shared and staff is really quick and helpful to respond. I've learned much more than I expected (given that it is the first course in the specialization). The wording when assignments are given should be better, to make it clear what exactly is required from a student, especially when it comes to things that are going to be considered in grading. | what exactly is required from a | Student | especially when it comes to things | Negative | -0.98 | 1.0 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | Learned a lot about HC Design, and I can apply this knowledge right away on my professional environment. All lessons are interesting and I love to get feedback from other students around the world about my assignments. | love to get feedback from other | Student | around the world about my assignments. | Positive | 0.86 | 1.0 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | I think the course covers pretty good range of topics and gives you a good information. I really liked the peer review assignments and I think they put pressure on you to achieve the goals and learn from them. I definitely did not like the multiple answer questions or the last assessment. The questions are not well presented and there is a clear violation of the help and error recovery heuristic for me. I also did not like the video set-up. The quality of the course material is really poor and disappointing. I would like to believe that on a UI course people would have come up with a better and more intuitive set-up. Finally, I would like to have a document in the course resources that students can download and keep that contains all the information we taught like quick reference guide. Again we can download the videos but when you are looking to fins something specific searching in 2-3 videos is not fun at all. | document in the course resources that | Student | can download and keep that contains | Positive | 0.77 | -0.5 | 0.91 | 1.11 |
| DDBg7AlXEeWTSSIAC0MDtg | This was a pretty good course. Assignment 1, especially, was very useful (conducting a need-finding interview). The storyboarding assignment was good, too. The assignments weren't always very clearly written, and I could tell from my peer-grading experience that some of the students had trouble understanding what was asked, especially the non-native English speakers. | peer-grading experience that some of the | Student | had trouble understanding what was asked, | Positive | 0.71 | 0.5 | 0.91 | 1.11 |
| DzPiWTeDEeWCYBKNeFwojw | Great course for introducing the fundamentals of hotel management and hotel distribution. This course enables us to learn important concepts related to hotel distribution and apply them in real-life situations through the course assignments. As well as this it is not necessary any relevant background to understand the concepts presented however it may be recommended basic financial/economics knowledge. I think that adding some quizzes during the videos would be interesting and productive as it would allow students to assure that all the concepts were understood. | and productive as it would allow | Student | to assure that all the concepts | Negative | -0.63 | 0.5 | 0.68 | 0.7 |
| DzPiWTeDEeWCYBKNeFwojw | In my humble opinion it is necessary to review some points in this module: 1) Video Content: Making more dynamic, switch between explanations and slides in full screen. Only explanations, it is very tiring to attend the classes. The video would be ideal as shown in week 4 of this Mooc: How the hotel shouldnt work with Expedia? or video: How to hotel shouldnt work with Booking.com? 2) Analysis requested: In the first week the requested analysis was of a very high level, it required knowledge of financial analysis and hotel area. In my case, I felt much difficulty because I do not have any knowledge in the hotel industry. And analyzing the exercise, I realized it was necessary to have knowledge of financial ratios of profitability and a certain familiarity in the hotel industry. I left a comment on the discussion board stating that I was not feeling safe to do the exercise. However, there was no demonstration by the teachers of the course. In short, I was not feeling prepared, let alone analyze colleagues. The first time, did not get the minimum score. The second time, with the longest time, I could better perform the exercise. But rather it was the result of review of financial ratios and other other accessories. I realized that those who examined me in the first and second time, had little or no idea about financial analysis. And another point that struck me was that one of the people who fell for me to analyze, was all in white and the person apologized for failing to do. With nothing to analyze, I did not think fair to give a low rating, so I preferred not to analyze. If the person left blank, something needs to be revised. When mounting a course, you have to take into consideration that there are different levels of students: beginner, intermediate and advanced in the subject matter. The first week was not to have been given is analysis. It could have been the third or fourth week of this Mooc, so it would have time for a further deepening of the matter addressed. 3) Amount of content: Adding the video, quiz and analysis, are about 30 content. It is very tiring and little time for such content. Could decrease the amount of video and quiz, relocating to another week course or Mooc. 4) Feedback: Teachers need to leave a contact way (facebook, twitter, etc.) and be active in Coursera forum or leave a wizard to ask questions when needed. 5) Notes: He missed the weight of the notes. I found a little confusing the allocation of notes. 6) Curriculum: Missed curriculum (biography) of teachers. No contact information. 7) Books: Missed suggestions of books in the hotel industry. Anyway, these are only observed points in order to contribute to development of course. Thanks for listening. | that there are different levels of | Student | beginner, intermediate and advanced in the | Positive | 0.63 | 0.0 | 0.68 | 0.7 |
| Eeb34jesEeWXuQopUhAqaw | I posted a question on the last week on the forum and never received an answer from a mentor. I had one response from another student which did not actually address the issue of my question and I had several views. And it wasn't as if there were a lot of questions posted. One course mentor could have easily answered all of them. | I had one response from another | Student | which did not actually address the | Negative | -0.65 | 0.0 | 0.86 | 0.88 |
| Eeb34jesEeWXuQopUhAqaw | It's a great course. Students build a simple search engine step by step in the course. | It's a great course. | Student | build a simple search engine step | Positive | 1.0 | 0.5 | 0.86 | 0.88 |
| EfvjN5XvEeSqQiIACyEY7w | One of the best courses on Coursera that I've taken. Professor Ed purposefully addresses MOOC students and know who to motivate in front of the camera. Small talks of personal life (I think students get to know his wife's and daughter's names!) and the camera man (also all the crew showing up at the last lecture) make this MOOC EXTREMELY real! Besides the great pedagogical approach, each week there is a real case and a Skype interview with a business leader/ entrepreneur whose case is under exploration. This further adds authenticity to the course! Week one content's, for me is the best; while the other weeks are also great. Lots of metaphors (outrun the bear, gas pedal, worry plate...) as well. In short, the content is way beyond expectation. Highly recommend for those who run a private business! #fullofenergy #exemplaryMOOC #thankyou #Ed #coursera | taken. Professor Ed purposefully addresses MOOC | Student | and know who to motivate in | Negative | -0.66 | 1.0 | 0.73 | 1.11 |
| EfvjN5XvEeSqQiIACyEY7w | Teacher was energetic and invested in students' learning. | Teacher was energetic and invested in | Student | learning. | Positive | 0.76 | 0.5 | 0.73 | 1.11 |
| EfvjN5XvEeSqQiIACyEY7w | Excellent professor. I´m glad I had the chance to be Edd´s student these past weeks. All the videos, cases and workshops had interesting and useful information. Thanks to everyone who made this possible. Kinik, México. | had the chance to be Edd´s | Student | these past weeks. All the videos, | Positive | 0.96 | 1.0 | 0.73 | 1.11 |
| eUI0xjeIEeWO-Qq6rEZAow | Course content: some Swift specific topics are shortly covered in the videos. Overall, the teaching material is very short. In the first week, students basically learn how to start Xcode. Week four contains a 15 minutes video on image processing, that's basically it for the week. Follow-up readings for week two just provide a link to Apple's iOS Developer site. That's clearly not enough for a course. Students can google for tutorials by themselves. Project: The projects mentions classes, which are not covered in the course. It was then also my impression from the peer reviews, that some students without prior knowledge were just lost. There are many great tutorials on the web which offer more insights and give students a much more fundamental knowledge than this course. | very short. In the first week, | Student | basically learn how to start Xcode. | Negative | -0.85 | -1.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Course content: some Swift specific topics are shortly covered in the videos. Overall, the teaching material is very short. In the first week, students basically learn how to start Xcode. Week four contains a 15 minutes video on image processing, that's basically it for the week. Follow-up readings for week two just provide a link to Apple's iOS Developer site. That's clearly not enough for a course. Students can google for tutorials by themselves. Project: The projects mentions classes, which are not covered in the course. It was then also my impression from the peer reviews, that some students without prior knowledge were just lost. There are many great tutorials on the web which offer more insights and give students a much more fundamental knowledge than this course. | clearly not enough for a course. | Student | can google for tutorials by themselves. | Negative | -0.94 | -1.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | An ok introduction to Swift Programming, but I can see people who do not have previous development experience struggling with this course. Also lecturers were virtually nonexistent on the forums to help with questions which is disappointing since it is a paid course which implies you are paying for their time and effort not just the certificate. Best advice for people taking this course is to get through the material as early as possible and give yourself as much time as possible to work on the project, don't wait till the last week to work on it. Would also suggest the following changes to improve the course and help people understand the material better: 1. Have a programming exercise to complete at the end of every week to prove you have understood the material taught, a quiz alone with 10 or less questions is not enough. The course ramps up way to quickly with the project if all you have been doing is following the videos, students should be practicing and proving they know the work far more often. 2. Provide a clearer project brief since it was clear many people did not understand all the requirements. 3. Provide a video of what the final project should do in general to make it even clearer. Overall I didn't have a bad experience with the course, just disappointed that it was really bear bones, there were too few opportunities to prove your understanding, it was poorly managed and the lack of interaction from the lecturers a massive problem when they are being paid to help out, not just provide videos and forget about the students. | been doing is following the videos, | Student | should be practicing and proving they | Negative | -0.85 | 0.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | An ok introduction to Swift Programming, but I can see people who do not have previous development experience struggling with this course. Also lecturers were virtually nonexistent on the forums to help with questions which is disappointing since it is a paid course which implies you are paying for their time and effort not just the certificate. Best advice for people taking this course is to get through the material as early as possible and give yourself as much time as possible to work on the project, don't wait till the last week to work on it. Would also suggest the following changes to improve the course and help people understand the material better: 1. Have a programming exercise to complete at the end of every week to prove you have understood the material taught, a quiz alone with 10 or less questions is not enough. The course ramps up way to quickly with the project if all you have been doing is following the videos, students should be practicing and proving they know the work far more often. 2. Provide a clearer project brief since it was clear many people did not understand all the requirements. 3. Provide a video of what the final project should do in general to make it even clearer. Overall I didn't have a bad experience with the course, just disappointed that it was really bear bones, there were too few opportunities to prove your understanding, it was poorly managed and the lack of interaction from the lecturers a massive problem when they are being paid to help out, not just provide videos and forget about the students. | provide videos and forget about the | Student | | Negative | -0.93 | 0.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Videos are poorly done and leave a lot of useful details out. There is zero support from staff in the forums. If you take this course, plan on spending a lot of time doing research on external sources in order to gain an understanding of the very broad and lacking in detail videos. To improve this course, the instructors should: -provide links to at least one textbook on Swift -add Mentors to the course to help students in the forums -include a repository of code snippets for practice of the concepts | Mentors to the course to help | Student | in the forums -include a repository | Positive | 0.69 | -0.5 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Having completed the assignment after many hours of trial & error; here are some suggestions for improving the class for future sessions. Increase the length and depth of the lectures so that more of the materials needed for the assignment are covered. For each week, have an optional programming exercise (not graded) but with a model answer (with explanations of why) so that students have a concrete example on which to practice key concepts on. As classes & structs are very important to completing the assignment (instead of just including the SWIFT manual chapter on classes & structs in the Follow Up Reading), include an actual lecture about this topic. Improve the description of the assignment to be completed. Be specific about what is required (e.g.; what does interface mean? Is is a User interface or is just a specified variable which can be changed in the program code? What do you mean by order of applying filters? Do you mean a variable which lets you decide order of filters and executes the filters accordingly or does the ability to manually rearranging the order of the calling of functions in the code suffice?) Improve the alignment between the assignment and the review criteria. The assignment asks for FIVE filters but there is no matching criterion in the review criteria. Based on the current review criteria, creating two filters would suffice to demonstrate ability to order and get full points for varying intensity for more than 1 filter. I hope the remainder of the modules are better otherwise I will be extremely disappointed ! | (with explanations of why) so that | Student | have a concrete example on which | Negative | -0.66 | -0.5 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Should be lecture by Professor instead of BS student. The content was not well organized. Also should prepare slides and explain the Swift for more details. More exercises needed in each weeks lecture. Hopefully, this course should improve next time. | lecture by Professor instead of BS | Student | The content was not well organized. | Negative | -0.85 | -0.5 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Not much interaction between the instructors and students. Course videos were very helpful. | much interaction between the instructors and | Student | Course videos were very helpful. | Positive | 0.78 | 0.5 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | This course needs major improvement. Lectures included errors in the code. While showing code in video lectures instructor was quick to delete code, not giving time for students to view and understand what had just been shown. On Dec 15, two weeks before due date of final project, large portions of all weeks of the course were changed, requiring going back through to complete these new lectures. No adjustment was made to the due date. Requirements for the final project are vague and confusing and I am not able to submit the final project by the due date in about 2 hours. If this issue is not addressed I will need to consider adjusting my star rating. This experience casts a negative impression for me on the Coursera platform and University of Toronto teaching staff. I'm disappointed. | delete code, not giving time for | Student | to view and understand what had | Negative | -0.79 | -0.5 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | This course is a rare example of how it`s not done. Presentation is unstructured. Seems to be a student project where his professor "helps" along to check certain topics the student has to include to get a good grade. | is unstructured. Seems to be a | Student | project where his professor " helps" | Negative | -0.91 | -1.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | This course is a rare example of how it`s not done. Presentation is unstructured. Seems to be a student project where his professor "helps" along to check certain topics the student has to include to get a good grade. | along to check certain topics the | Student | has to include to get a | Positive | 0.79 | -1.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Very knowledgeable educators. Course is given in a q&a style which is very very good for a web based course since the questions often are exactly what i want to ask. However, think the course can still be improved, especially in the following aspects. (1) examples in the course are not thought through ahead. Instead, educators came up with them on the spot. that way it may not be the best example to convey the message, plus the videos are made unnecessarily long in this way. Think it's good that for a programming course to show real time programming sometimes. But to do this all the time is a bit too much and therefore inefficient. Comparing to some other courses, think this one could really benefit if the educators could give some thought on how to teach, especially to think from a student perspective. For example: about the capability of overwriting and defining new operators, the example given was to define a knife operator and to overload plus operator to stew vegetables. Both examples do not make much sense to me. Although i did understand that it's nice that one can define his/her own operation/operator, when the examples came I actually got confused -- how do i stew vegetables with code?? (2) Some of the quiz questions I don't find useful. For this course I need lots of time to complete the quiz in contrast to other coursera courses I did. This is because i need to actually read the documentation in order to answer the quiz questions since they are really in depth. In this way, to do the quiz is actually the way to learn. But some questions are quite artificial, for example, there's a multi-choice question about "what are the different ways one can find help..." (3) Finally, I find the video and the quiz very abstract. that it's very difficult to follow without making a line of code myself... Also it is not clear what the educators expect as a pre-requisite for taking this course. Sometimes things are explained as if the listeners have no programming background at all. some other time, a concept is explained so fast I wonder whether i should have known objective-C in order to follow this course... | teach, especially to think from a | Student | perspective. For example: about the capability | Positive | 0.73 | -1.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | The course was very well organized, but the main topics of the course were still covered. The lessons needed to be more structured and not so ad-hoc. The final assignment was peer reviewed, but the feedback (based on student feedback) was not very useful. | reviewed, but the feedback (based on | Student | feedback) was not very useful. | Negative | -0.76 | 0.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | Submission is buggy and final assignment is confusing. Almost more than half of students failed this course because of it. | confusing. Almost more than half of | Student | failed this course because of it. | Negative | -0.95 | -1.0 | 0.85 | 1.06 |
| eUI0xjeIEeWO-Qq6rEZAow | The professors did no prepared the classes. They make so many mistakes in the video lectures and they also laughts in the middle of the course and they send a non-professional feeling to the students. The content of the course is very good, but the proffesors could really do better. | send a non-professional feeling to the | Student | The content of the course is | Positive | 0.86 | -0.5 | 0.85 | 1.06 |
| eXbmvDe9EeWO-Qq6rEZAow | This is a great course. It is challenging, but that comes with the territory if you want to write code. I like the fact that the assignments are challenging and long; the only issue I had is that I work full-time and hardly have the 20+ hours a week to spend on the programming assignments. Also, the estimated times listed for each assignments are not realistic for somebody learning the topics in this course for the first time. I would recommend this course to anybody wanting to learn how to develop web apps and api web services using Rails with MongoDB as the backend. Just be prepared to dedicate a lot of time each week. Especially week3's assigment. I ran out of time and had to transfer to a new session to complete the course because of my full-time job. It would be beneficial for students to have a spare week, in between the third and fourth assignment. | job. It would be beneficial for | Student | to have a spare week, in | Negative | -0.88 | 1.0 | 1.05 | 1.16 |
| eXbmvDe9EeWO-Qq6rEZAow | The layout of this course is extremely well reasoned out. Each module gives important stepping stones for the students both to understand and to get practical skills to use the material after the course. For me it was an extra bonus to learn about teh Rails API in the 4th week of the course. I will surely need that in the future. All assignments include very thorough guidance on how you can check your own work one step at a time all the way through. In fact I have never before attended a course where so much effort had been but into that part by the teachers. Much praise for that. The graded assignments were hard. I had to put in a quite considerable effort in each of them, especially week 3. Much more work than I had anticipated. However I cannot point to any part of the material that could easily have been left out. Everything we learned seemed useful and important. So in spite of the hard work I am happy that I stayed in there to the end. | gives important stepping stones for the | Student | both to understand and to get | Positive | 0.83 | 1.0 | 1.05 | 1.16 |
| eXbmvDe9EeWO-Qq6rEZAow | An unexpectedly disappointing, and in fact, downright awful course. The lectures waste a good share of time as in places they barely scratch the surface of what is further required to be implemented in the assignments. The assignments themselves inherit the nice modular spec-test driven spirit of the first two classes. However, the instructions are mostly quite vague or even misleading, occasionally dropping some “hints”, which are often either not helpful, or just offer to copy-paste a quarter page of code. The tasks are very (and by “very" I mean EXTREMELY) long, tedious, boring to tears and to the point when you start to wonder if the authors are trolling the students. How about a 53 (yes, that is fifty three!) pages of assignment for the 3d week? To be fair, not all of this is the task statement, there is a lot of test code as well, but you know.. even one third of 53 is an impressive volume for a 4 weeks course (you get re-enrolled if you fail to be fair). Took me 44 hours of pure coding time (according to WakaTime) to finish the course. I have passed tens of courses on Coursera, and this one is by far the worst. That is taking into consideration that I would not rather call any other course (of those I have taken) “a bad one”. I suggest saving time and money by buying a book on Mongo and another one on Rails instead. I do believe though that the course is very green and certainly has to undergo some refinements and I will be happy to see future reviews shadow this one as obsolete. | if the authors are trolling the | Student | How about a 53 (yes, that | Negative | -0.89 | -0.5 | 1.05 | 1.16 |
| fCKQimXqEeSuUyIAC0mIhA | Excellent course for undergraduate students where ever they are! Thank You so much! | Excellent course for undergraduate | Student | where ever they are! Thank You | Positive | 0.85 | 1.0 | 0.7 | 1.11 |
| fCKQimXqEeSuUyIAC0mIhA | Very nice course. Every students who wants to study abroad must do this course. Thank you University of London & Coursera. | Very nice course. Every | Student | who wants to study abroad must | Positive | 0.79 | 1.0 | 0.7 | 1.11 |
| fCKQimXqEeSuUyIAC0mIhA | This course is a good introductory course on how to perform research and is well designed. Although the intended audience are students of various branches of study, the reading materials that are provided in the course concentrate more on social sciences. This is something that I as a computer science graduate feel hard to comprehend. If reading materials that are provided in the course address a general audience then it would be great | designed. Although the intended audience are | Student | of various branches of study, the | Negative | -0.68 | 0.5 | 0.7 | 1.11 |
| FDKAdNsuEeSEcyIAC2mPOQ | This course was fantastic. I am no stranger to online learning and executive education, and this is one of the most well put together courses that I have been lucky enough to experience. The professor, Aric Rindfleisch is a great teacher who knows his topics, and he is fun and easy to understand. The class is set up well, and it is a great introduction to students seeking to learn about digital marketing. I would recommend this class to anyone interested in digital marketing. Thanks Aric for the great job. | it is a great introduction to | Student | seeking to learn about digital marketing. | Positive | 1.0 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | I really enjoyed taking this course. It was informative, interesting and I really liked its format. Every module has a series of reading references, besides the videos on the specific topic, so one can also do some additional reading to better understand the topic. Additionally, there are discussions with campus students or professors, that address the subject from another perspective. | Additionally, there are discussions with campus | Student | or professors, that address the subject | Negative | -0.67 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | This is a perfect course for students who want to introduce themselves to Digital Marketing. The readings and peer-assignments are very engaging. | This is a perfect course for | Student | who want to introduce themselves to | Positive | 0.96 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | As it is an introductory course, one would not expect an in depth coverage and considering the fact that the course would have had students with varying levels of prior knowledge/experience, it was a good course. If you are already into marketing, it gives you an opportunity to re-visit the basics and presents interesting case studies. If you have no background in Digital Marketing, this is one of the best places to get started. Looking forward to course 2 of the specialization. A big Thank You to professor Aric and his assistant. Happy Learning! | that the course would have had | Student | with varying levels of prior knowledge/experience, | Negative | -0.8 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | The course was excellent ! I recommend for students or people how have their own business to take this course just generally understand about what is going on 21 century business world specially in marketing sector! | was excellent ! I recommend for | Student | or people how have their own | Positive | 0.99 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | So academic... Interview with students has no value and no point. | So academic. . . Interview with | Student | has no value and no point. | Negative | -0.9 | -1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | One of the best course in Digital Marketing for those who need to understand the concepts of Digital Marketing. I enjoyed all the modules and particularly right assignments based on the topics which makes the student to relate the concepts with real world scenarios. | on the topics which makes the | Student | to relate the concepts with real | Positive | 0.98 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | The course offered an interesting overview and introduction to digital marketing; it is also a good start to the specialization in Digital Marketing. This was the first time I have taken a Coursera course and was able to complete it, and I've tried several. Quite often, the content is just too difficult to wade through without 1:1 human support. I think the workload was pitched correctly. I also liked how some theory was taught, and some research based on the theory. It is not just a bunch of case studies. There is an effort to describe the general principles that can apply across both firms and specific technologies, although there is a lot of both (firms and technologies) addressed as well. The most useful part of the course was a rather extensive discussion around pay what you want (PWYW), and the theory behind that, and the supporting case-based and research-based evidence, is really compelling. I plan to use a PWYW strategy as I develop my online startup. Thanks, Coursera and University of Illinois! On the negative side (and there's not much of that), some of the interviews of students on the U of I quad were ridiculously pointless. They really offered nothing of great value and took up substantial time. They were too anecdotal and at times the resulting content worked against the principles being taught in the course. I would rather see user-generated content, created by students and grads of the course, perhaps, from around the world, each discussing some aspect of that unit's topic. Just focusing on student interviews at U of I seems pretty parochial. I would also love to participate in UGC for a newsletter spinning off from this course. They use the courage presumably to extend the U of I community, but here's the thing: it creates its own community, and U of I would be well-served to re-oriented around it, rather than assuming that the only path forward is the reverse. Again, this is one of the most successful courses at Coursera. So maybe this is the direction for U of I to be heading...For example, I would anticipate offers from U or I for how they can get me into additional non-traditional business (or other) Coursera courses, or U of I courses or programs, or heck, teaching for U o I. Anyway, embrace the disruption! | that), some of the interviews of | Student | on the U of I quad | Negative | -0.74 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | The course offered an interesting overview and introduction to digital marketing; it is also a good start to the specialization in Digital Marketing. This was the first time I have taken a Coursera course and was able to complete it, and I've tried several. Quite often, the content is just too difficult to wade through without 1:1 human support. I think the workload was pitched correctly. I also liked how some theory was taught, and some research based on the theory. It is not just a bunch of case studies. There is an effort to describe the general principles that can apply across both firms and specific technologies, although there is a lot of both (firms and technologies) addressed as well. The most useful part of the course was a rather extensive discussion around pay what you want (PWYW), and the theory behind that, and the supporting case-based and research-based evidence, is really compelling. I plan to use a PWYW strategy as I develop my online startup. Thanks, Coursera and University of Illinois! On the negative side (and there's not much of that), some of the interviews of students on the U of I quad were ridiculously pointless. They really offered nothing of great value and took up substantial time. They were too anecdotal and at times the resulting content worked against the principles being taught in the course. I would rather see user-generated content, created by students and grads of the course, perhaps, from around the world, each discussing some aspect of that unit's topic. Just focusing on student interviews at U of I seems pretty parochial. I would also love to participate in UGC for a newsletter spinning off from this course. They use the courage presumably to extend the U of I community, but here's the thing: it creates its own community, and U of I would be well-served to re-oriented around it, rather than assuming that the only path forward is the reverse. Again, this is one of the most successful courses at Coursera. So maybe this is the direction for U of I to be heading...For example, I would anticipate offers from U or I for how they can get me into additional non-traditional business (or other) Coursera courses, or U of I courses or programs, or heck, teaching for U o I. Anyway, embrace the disruption! | that unit's topic. Just focusing on | Student | interviews at U of I seems | Negative | -0.65 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | Amazing content and a great refresher as a former marketing student looking to enhance my skills! | great refresher as a former marketing | Student | looking to enhance my skills! | Positive | 0.68 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | Very nicely organised course. With student interviews, and discussions with industry leaders the course provides a very insightful introduction to marketing in the digital world. | Very nicely organised course. With | Student | interviews, and discussions with industry leaders | Positive | 0.93 | 0.5 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | Contrary to what is being billed here, all the concepts here are from the more traditional school of marketing. The way the 4Ps are explained and applied (through barely) related to consumer products that are retailed. Digital marketing has barely made a dent in their revenues. Technology products don't follow this model. Another annoying aspect of this course is that things are not well defined so they can't be applied. "customer co-creation" is presented as a ground breaking idea but it is defined so vaguely. The definition states that customer co-creation is any contribution by a customer or otherwise that helps shape the products. What is considered contribution? Is product feedback contribution? If so, this idea is as old as a Bazaar. Or does the customer actually have to do creative work, in the case of Threadless. The big problem with this course is that it does not introduce the student to any new mental frameworks, leave alone anything practical. This course is a prime example of academiaitis - ideas created in ivory towers without any practical input or use. | that it does not introduce the | Student | to any new mental frameworks, leave | Negative | -0.78 | -1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | I think the content was quite interesting; as someone new to marketing, I was really looking forward to the lectures and exercises. However, the content was simply too much for me to complete. It's a bit ironic that a course about marketing missed its market. To give a bit more detail: there were 12 video lectures, 3 assignments that had to be done days before the end of the week to be peer-reviewed, and then I had to peer review others work, while also going through all the assigned reading. It seemed more like a courseload for a full time student or perhaps a part-time student. As online students typically are neither, I'm surprised the course content wasn't better managed. I take a lot of notes, so perhaps that's what slowed me down, but I also have a full time job and I intern on the weekends. I was hoping this course could easily be done in the evening hours. Other coursera courses provided an excellent balance of content and courseload, I'm disappointed that this course wasn't one of them. It seemed very useful and interesting. | time student or perhaps a part-time | Student | As online students typically are neither, | Negative | -0.73 | -0.5 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | I think the content was quite interesting; as someone new to marketing, I was really looking forward to the lectures and exercises. However, the content was simply too much for me to complete. It's a bit ironic that a course about marketing missed its market. To give a bit more detail: there were 12 video lectures, 3 assignments that had to be done days before the end of the week to be peer-reviewed, and then I had to peer review others work, while also going through all the assigned reading. It seemed more like a courseload for a full time student or perhaps a part-time student. As online students typically are neither, I'm surprised the course content wasn't better managed. I take a lot of notes, so perhaps that's what slowed me down, but I also have a full time job and I intern on the weekends. I was hoping this course could easily be done in the evening hours. Other coursera courses provided an excellent balance of content and courseload, I'm disappointed that this course wasn't one of them. It seemed very useful and interesting. | perhaps a part-time student. As online | Student | typically are neither, I'm surprised the | Negative | -0.67 | -0.5 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | The course content was comprehensive, thorough and required note taking with preparation for quizzes. Solid academically. Some of the assignments required use of third party applications and websites that did function as anticipated or are no longer supported. Peer grading was very poor. It frequently seemed students did not read submissions, off handedly grading. At times comments did not match the scores, such as "nice work," or "good job," while giving only 3 stars. | was very poor. It frequently seemed | Student | did not read submissions, off handedly | Negative | -0.99 | 0.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | Awesome course that takes modern day digital marketing insights, best practices and real life scenarios into a good perspective for students to learn from | scenarios into a good perspective for | Student | to learn from | Positive | 0.69 | 1.0 | 1.09 | 1.2 |
| FDKAdNsuEeSEcyIAC2mPOQ | This was a good course though I feel there could have been a little more professionalism in terms of camera work and testing that apps and services truly were available to all students globally. Al in all a very insightful course that opened my eyes to some technologies and processes I was not yet aware of. Thank Aric Rindfleisch | services truly were available to all | Student | globally. Al in all a very | Positive | 0.98 | 0.5 | 1.09 | 1.2 |
| fM5baJoUEeW93wo8Ha4kow | I found the course very informative, there was quite a lot of information in there for only six weeks of study but it didn't feel overwhelming either. Professor Marc van Oostendorp was very engaging in his presentation of the material, and I liked the fact that his students were there to ask questions as well. I also liked how the language informants were used - I was able to practice what I had learned in the other videos by analysing their speech patterns. Overall, I was quite impressed by this course. | I liked the fact that his | Student | were there to ask questions as | Negative | -0.64 | 1.0 | 0.83 | 1.18 |
| fM5baJoUEeW93wo8Ha4kow | A great course, it contains very broad discussion of the problems of linguistics. Quite demanding quizes force students to watch videos carefully and to read the required reading. This leads to better understanding of the matter. The videos in the course are great too, the explanation of prof. Oostendorp is very lively and entertaining. The interviews with specialists are unique. | of linguistics. Quite demanding quizes force | Student | to watch videos carefully and to | Positive | 0.71 | 0.5 | 0.83 | 1.18 |
| fM5baJoUEeW93wo8Ha4kow | Just perfect, even for post-graduate students in Linguistics! | Just perfect, even for post-graduate | Student | in Linguistics! | Positive | 0.66 | 1.0 | 0.83 | 1.18 |
| fM5baJoUEeW93wo8Ha4kow | "Miracles of Human Language" is a great introductory course for those who want to get into linguistics, but it is also an amazing course for writers, teachers, psychologists and all lifelong learners interested in a topic. I'm very grateful to Prof. Dr Marc van Oostendorp, his students and everyone who was involved in creating this course. I also want to say thanks to coursera team for making this course available for so many learners. This course inspired me to start learning Spanish and French (I now spend some time on duolingo.com every day, and with a great pleasure). Also, after finishing this course, I felt confident enough to start an important writing project (a book for children with a goal to prevent child abuse, the book is in Russian). In this course the idea of changing the world with your words is presented in such a simple and convincing way, that it's impossible to resist. I think this course made me a better teacher, a better writer and a happier person. | Prof. Dr Marc van Oostendorp, his | Student | and everyone who was involved in | Positive | 0.78 | 1.0 | 0.83 | 1.18 |
| fM5baJoUEeW93wo8Ha4kow | A wonderful course on principles in Linguistics presented by this lovely professor Dr. Marc van Oostendorp and enriched with the discussions with Marten and Inge. As a Linguistics and Literature student, I felt that they found what was a very nice way to spread this knowledge and, in my case, a more concise discipline in which I could refresh my memory for somethings but also get to know new informations and different points of view and, at last, as an observer from Brazil, to compare a little how these things are discussed here from there. Thank you very much for the hard work and the entousiasm! | Inge. As a Linguistics and Literature | Student | I felt that they found what | Negative | -0.65 | 1.0 | 0.83 | 1.18 |
| fM5baJoUEeW93wo8Ha4kow | This course is not so good. A lot of things are just come from the instructor's head without correcting reference from high quality literature. He can say whatever he think is right. But I would not say all animals do not have complex language systems, or we have one single origin of language. I would also suggest the instructor to interview more world-famous linguists, not just play simple ask and answer with his students. The examples of different languages in the later weeks are interesting. But somehow I expect some better understanding of more aspects of languages. In general I would say it still has so much space for improvement. I would not recommend anyone to spend time on learning this course. | simple ask and answer with his | Student | The examples of different languages in | Positive | 0.93 | -1.0 | 0.83 | 1.18 |
| fM5baJoUEeW93wo8Ha4kow | Thank you! Feels like going back in time - back to my student's years. | in time - back to my | Student | years. | Positive | 0.73 | 1.0 | 0.83 | 1.18 |
| Fp0K8RoEEeWDtQoum3sFeQ | The final assignment is challenging. But it would benefit a lot if you work hard to finish it. If there is more detailed instruction for the assignment would help the students finish the assignment. | for the assignment would help the | Student | finish the assignment. | Negative | -0.79 | 0.5 | 0.67 | 1.06 |
| Fp0K8RoEEeWDtQoum3sFeQ | It is better than the previous course, but there were problems with the last assignment in which a lot of students could not acces to the details of the last assignment and the problem was not solved by the staff of the course. It was a fellow student who did a copy of the details of the assignment and let the others courserians the possibility to submit the assignment. For this reason i gave 4 stars. | assignment in which a lot of | Student | could not acces to the details | Positive | 0.72 | 0.5 | 0.67 | 1.06 |
| Fp0K8RoEEeWDtQoum3sFeQ | It is better than the previous course, but there were problems with the last assignment in which a lot of students could not acces to the details of the last assignment and the problem was not solved by the staff of the course. It was a fellow student who did a copy of the details of the assignment and let the others courserians the possibility to submit the assignment. For this reason i gave 4 stars. | the course. It was a fellow | Student | who did a copy of the | Positive | 0.96 | 0.5 | 0.67 | 1.06 |
| Fp0K8RoEEeWDtQoum3sFeQ | I gave four stars for the previews course of the specialization but I have to tell that week 2 and 3 of this course are outstanding. Teachers are really putting students in the right direction. | are outstanding. Teachers are really putting | Student | in the right direction. | Positive | 0.96 | 1.0 | 0.67 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | It's a very useful course for law students , indroduced many fundemental tools and ways to study . It's very useful for me. | a very useful course for law | Student | , indroduced many fundemental tools and | Positive | 0.72 | 1.0 | 0.78 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | I enjoyed this course but you really need to have some legal background to get the most out of it. The assignments were worth the time they took and I learned a lot trying to grade my fellow students. | lot trying to grade my fellow | Student | | Negative | -0.77 | 1.0 | 0.78 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | I am hopeful that the information I've learned in this course will show its usefulness in the future. I feel that the course could've been organized a little better (and if I had it to do over I would check out the Reading a Case very early on in the course.) As a teacher, I am disappointed at the rubric that is given because students are grading each other and may not know what an "average" response is I feel that the rubric should be better structured to help give a more objective grade. | the rubric that is given because | Student | are grading each other and may | Positive | 0.66 | 0.0 | 0.78 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | The toolkit, must for every law student - in the law school and ex-post law school... | The toolkit, must for every law | Student | - in the law school and | Positive | 0.9 | 1.0 | 0.78 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | The course was beneficial to me and I learned a lot of new things. I took one star because of the assessment of students who are too poorly evaluated. | star because of the assessment of | Student | who are too poorly evaluated. | Negative | -0.96 | 0.5 | 0.78 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | it is great for citizens students, However, the speaker uses such a little hard vocabulary to understand for international students as me. I really enjoy in this course. Thanks. | it is great for citizens | Student | However, the speaker uses such a | Positive | 1.0 | 0.5 | 0.78 | 1.06 |
| fZN4SVfiEeWsGQ6fKrurvQ | it is great for citizens students, However, the speaker uses such a little hard vocabulary to understand for international students as me. I really enjoy in this course. Thanks. | hard vocabulary to understand for international | Student | as me. I really enjoy in | Positive | 0.63 | 0.5 | 0.78 | 1.06 |
| gbsG0MYYEeSsuSIAC8uEUA | Fairly dense material (for novices in the field like me), but mostly fascinating stuff! Dr. St Leger makes it very interesting with his animated teaching style, crisp and clear diction, and helpful illustrations. Sadly, the supplementary reading materials mentioned in the lectures never showed up on the site. Students would definitely benefit from followup reading suggested by Dr. St Leger. Overall, a solid effort from the U Maryland team, for which many thanks! | never showed up on the site. | Student | would definitely benefit from followup reading | Positive | 0.83 | 0.5 | 0.79 | 1.16 |
| gbsG0MYYEeSsuSIAC8uEUA | This course did an exceptional job of providing a lay audience with a broad overview of human genetics, evolution, behavior, and associated technologies. The lecturers were engaging and have an impressively varied range of knowledge. This course lays an exceptional foundation for exploring a variety of in-depth topics covered with a more narrow focus elsewhere on Coursera (e.g., molecular biology, evolution, human behavior, neuroscience, &c). Tammatha O'Brien’s initial lectures did a particularly good job of introducing basic genetics with accessible metaphors, without allowing those metaphors to be overextended. She was also careful to flag the caveats and exceptions where appropriate to ensure students didn’t walk away with an oversimplified narrative of molecular biology (a challenge I’ve seen in other introductory courses). Raymond St. Leger’s passion is clear, and makes his lecturers particularly captivating. For the most part, he did a good job of flagging areas where results were preliminary (e.g., based on a single study) or speculative (e.g., based on his interpretation of the research). Nonetheless, there were some areas where it was unclear if he was presenting a well-established scientific consensus, or his own (well-informed) conjecture. In these scenarios, it would be useful to provide a more comprehensive bibliography for students interested in diving deeper into the research. As an aspiring science communicator involved in addressing public concerns over GMOs, I was particularly pleased to not only see biotechnology covered, but also to have it effectively dispel many of the common criticisms. I’ve generally found that once a basic understanding of genetics and evolution is established, it’s a short leap to disarm most of the fears; nonetheless, I’ve now taken five genetics courses that have steered clear of even acknowledging either GMOs or their controversy. Thank you for addressing these head on. Thank you for taking the time to put this course together and sharing it with the public via Coursera. The effort is recognized, and much appreciated. | and exceptions where appropriate to ensure | Student | didn’t walk away with an oversimplified | Negative | -0.8 | 1.0 | 0.79 | 1.16 |
| gbsG0MYYEeSsuSIAC8uEUA | This course did an exceptional job of providing a lay audience with a broad overview of human genetics, evolution, behavior, and associated technologies. The lecturers were engaging and have an impressively varied range of knowledge. This course lays an exceptional foundation for exploring a variety of in-depth topics covered with a more narrow focus elsewhere on Coursera (e.g., molecular biology, evolution, human behavior, neuroscience, &c). Tammatha O'Brien’s initial lectures did a particularly good job of introducing basic genetics with accessible metaphors, without allowing those metaphors to be overextended. She was also careful to flag the caveats and exceptions where appropriate to ensure students didn’t walk away with an oversimplified narrative of molecular biology (a challenge I’ve seen in other introductory courses). Raymond St. Leger’s passion is clear, and makes his lecturers particularly captivating. For the most part, he did a good job of flagging areas where results were preliminary (e.g., based on a single study) or speculative (e.g., based on his interpretation of the research). Nonetheless, there were some areas where it was unclear if he was presenting a well-established scientific consensus, or his own (well-informed) conjecture. In these scenarios, it would be useful to provide a more comprehensive bibliography for students interested in diving deeper into the research. As an aspiring science communicator involved in addressing public concerns over GMOs, I was particularly pleased to not only see biotechnology covered, but also to have it effectively dispel many of the common criticisms. I’ve generally found that once a basic understanding of genetics and evolution is established, it’s a short leap to disarm most of the fears; nonetheless, I’ve now taken five genetics courses that have steered clear of even acknowledging either GMOs or their controversy. Thank you for addressing these head on. Thank you for taking the time to put this course together and sharing it with the public via Coursera. The effort is recognized, and much appreciated. | provide a more comprehensive bibliography for | Student | interested in diving deeper into the | Positive | 0.95 | 1.0 | 0.79 | 1.16 |
| GEfA2A0UEeSWFyIACpBHcA | Excellent course for students with some finance background. Content is nicely paced and well illustrated through models and examples. The quizzes range from straight forward application to challenging (given there is no feedback on where you got a question incorrect). | Excellent course for | Student | with some finance background. Content is | Positive | 0.78 | 1.0 | 0.64 | 1.26 |
| GEfA2A0UEeSWFyIACpBHcA | A very good course for students of Financial Engineering. Recommend people who have basic financial mathematics knowledge to join the course. | A very good course for | Student | of Financial Engineering. Recommend people who | Positive | 0.98 | 1.0 | 0.64 | 1.26 |
| GEfA2A0UEeSWFyIACpBHcA | This course is a great, from the perspective of how it is organized as well as the assignments provided at the end of each module. The way the content layout is well-suited and leads student step by step gaining insight to the mechanics of different financial derivatives and working on those assignments is a great method of pushing student spend time to understand how the mechanics works. Both instructors are great! and I appreciated greatly their effort as well as Coursera. The only one improvement I would suggest is that if a TA can be assigned for this course, it'll be a great help to all students. Thanks! | content layout is well-suited and leads | Student | step by step gaining insight to | Positive | 0.7 | 1.0 | 0.64 | 1.26 |
| GEfA2A0UEeSWFyIACpBHcA | This course is a great, from the perspective of how it is organized as well as the assignments provided at the end of each module. The way the content layout is well-suited and leads student step by step gaining insight to the mechanics of different financial derivatives and working on those assignments is a great method of pushing student spend time to understand how the mechanics works. Both instructors are great! and I appreciated greatly their effort as well as Coursera. The only one improvement I would suggest is that if a TA can be assigned for this course, it'll be a great help to all students. Thanks! | is a great method of pushing | Student | spend time to understand how the | Positive | 0.97 | 1.0 | 0.64 | 1.26 |
| GEfA2A0UEeSWFyIACpBHcA | This course is a great, from the perspective of how it is organized as well as the assignments provided at the end of each module. The way the content layout is well-suited and leads student step by step gaining insight to the mechanics of different financial derivatives and working on those assignments is a great method of pushing student spend time to understand how the mechanics works. Both instructors are great! and I appreciated greatly their effort as well as Coursera. The only one improvement I would suggest is that if a TA can be assigned for this course, it'll be a great help to all students. Thanks! | be a great help to all | Student | Thanks! | Positive | 0.94 | 1.0 | 0.64 | 1.26 |
| GEfA2A0UEeSWFyIACpBHcA | course needs problems with explanations and/or better feedback on quizzes. there is no way to tell what error one has made - it could even be rounding. a student forum might be helpful, too. application of some formulas is not clear, leading to errors on quizzes. in some cases I have used external resources to give me a way to achieve the correct result | it could even be rounding. a | Student | forum might be helpful, too. application | Negative | -0.82 | -0.5 | 0.64 | 1.26 |
| gpAI9GK4EeWFkQ7sUCFGVQ | For students of Food Industry waste management the week 3,4 & 5 are specially interesting. Good tutors and the modules are well passed. | For | Student | of Food Industry waste management the | Negative | -0.95 | 1.0 | 0.83 | 1.1 |
| gpAI9GK4EeWFkQ7sUCFGVQ | I am a master student in sustainable manufacturing. So, I enrolled for the course as it seemed to sustainability related at one point. It is a very useful course not only for people in the same stream but also for every individual. Course enlightens the student with what is happening with the environment and how dangerous it could turn if sustainable methods are not adopted. Provides the basic information on waste management especially gives an idea on how to safe guard a developing country from solid waste. For me this has been very useful course. I felt like the course once again remind the duties of a citizen to safe the planet. | for every individual. Course enlightens the | Student | with what is happening with the | Positive | 0.71 | 1.0 | 0.83 | 1.1 |
| GplkvRnqEeW9dA4X94-nLQ | One of the most amazing MOOC courses I have ever taken. From the start, Jana did an excellent job with building the intuition of databases in general and of SQL. The modules (weeks) are organized coherently. The datasets were realistic and challenging (in a great way). The best aspect of this course is the MySQL exercises, built upon IPython notebook. Personally I have experience with R and Python, yet I still feel like I learned a lot from the exercises. The instructions and lessons as part of the programming exercise were clear and useful, effectively complementing the video lectures and providing hands-on experiences. The only pity I have is that Coursera stopped providing full access to course materials and Statement of Accomplishment. But that has nothing to do with this course. The instructors seem to provided maximal opportunity for all students, including ones (like me ) who are just 'auditing'. Overall, a five star rating is a must for this course. | to provided maximal opportunity for all | Student | including ones (like me ) who | Positive | 0.77 | 1.0 | 1.18 | 1.32 |
| GplkvRnqEeW9dA4X94-nLQ | I found the first 4 weeks of the course amazing: just really well structured, thought-out, and delivered in a way that positions the student for success. Jana breaks the material down into digestible bits, gives you sufficient practice, and even if you don't get it, you can look at the answers to the practice questions and figure out where your thinking was incorrect. The 5th week wasn't as well broken down, especially the last set of Teradata exercises. New concepts or ways of structuring queries were being introduced in those exercises, but there was no way to check for a correct solution if I couldn't come with one on my own (which was unfortunately half of the time). I still got a good grade on my last quiz, but I can't say that I really truly learned how to write the more complicated queries. I would suggest that the last Teradata exercise set has more explanation or perhaps just answers that the student can refer to in order to understand why his/her line of thinking isn't working. Otherwise, a truly fantastic course. I 100% recommend it. | in a way that positions the | Student | for success. Jana breaks the material | Positive | 0.95 | 1.0 | 1.18 | 1.32 |
| GplkvRnqEeW9dA4X94-nLQ | The technical support of this course is just terrible: just like many many other students (see the Discussion forums), I have experienced serious difficulties to access the databases platforms we need to learn and to complete our assignments. I can only echo the innumerable complains from my co-students about the lack of efficient support and technical reliability of this course; many of us are very unhappy about this, especially as they have paid for this course ... and what is Coursera doing about it, by the way? My advice: beware before enrolling in this course and even in this entire specialization, and search for alternative options (there are many, not only on Coursera but also on EdX and others ...)!!! | terrible: just like many many other | Student | (see the Discussion forums), I have | Negative | -0.88 | -1.0 | 1.18 | 1.32 |
| gttJnUtZEeW4rRLEP0z9Bw | I am an intern school psychologist, and was concerned that the content of the specialization would not benefit me as a practitioner. I was going to just take this Assessing Achievement with the ELL in Mind and not the other courses. I am eternally grateful that I decided to take all three courses in the series. I have a better appreciation for both instructors and students. Much of the content and strategies benefit all learners, including myself. I would highly recommend this class, and the | better appreciation for both instructors and | Student | Much of the content and strategies | Positive | 0.96 | 1.0 | 0.81 | 1.15 |
| gttJnUtZEeW4rRLEP0z9Bw | Quite useful if you are trying to become a better teacher for your students. | become a better teacher for your | Student | | Negative | -0.66 | 1.0 | 0.81 | 1.15 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course developed by Andrew Ng is quite interesting, going to the essentials in order student get the big picture and the essential tools for building the backbone of future ML applications. Of course, being confident with mathematics principles and notations will be helpful but most of the time, it's not an issue if you have the minimal knowledge. What it lacks on Coursera is the next stage of this course where we could investigate further the technologies presented but in more technical way. Maybe we might see that in the future... Regarding course supports (videos, forums ...), they are of good quality and the fact Andrew used them by drawing on slides helps to have a better understanding. We could notice that there are few minor errors (eg: a "j" index which becomes "i" in J(theta) writing) and I think the technical slides on Back propagation could be improved if a dedicated slide to used mathematical notations / definitions. Sometimes, there are some errors which could induce some confusions. But these minors errors don't hide the impressive work done by Andrew. Regarding assessments, quizzes could be tricky if you don't got the "spirit" (not an exam habit in France) and coding exercises are well structured in order the student will focus on the core modules of the lesson and not on information flow. These exercises are inspiring if you're interesting in teaching and inspiring for Data Scientist Apprentices if you investigate the utils functions developed to support the exercise. Many thanks for this great course and I hope my two cents will help other people to attend it Bruno | are well structured in order the | Student | will focus on the core modules | Positive | 0.99 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Just completed the course myself and I have to say this is a great course for anyone who wants to get a comprehensive understanding of Machine Learning. First of all, the content of the course is very well structured. It covers a lot of machine learning algorithms and also includes a lot of practical applications. Professor Ng is very gifted in teaching and he can explain some difficult topics in very simple terms. I also found he is very engaging and the quick questions inserted in the middle of the videos are very helpful to keep the students focused on the lecture. The programming assignments are at the right level of difficulty, and I found the instruction for each assignment works like a great summary of the corresponding materials. Didn't use their discussion forum much, but for a couple times I used, the mentor was able to respond in a very timely manner. Overall, this is a great course and I am so happy to be able to take it myself. Thank you, Professor Ng! | are very helpful to keep the | Student | focused on the lecture. The programming | Positive | 0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Honestly, This is the best MOOC I've taken in my life, and this course has helped me to understand what machine learning is, how you use it yourself, and many advice on applying machine learning. I started this course for a first step to building a real-life J.A.R.V.I.S.(still WAY far away...), and this course is really easy to understand even for a middle school student like me. This course is DEFINETELY recommended for beginners in A.I. and Machine Learning. Thanks for reading. | understand even for a middle school | Student | like me. This course is DEFINETELY | Negative | -1.0 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I'm a japanese college student of economics. I am not good at listening English but teacher speaks easy English so I can understand a little. At last , I used japanese translation :o it's so nice . I didn't know any thing about machine learning so I needed so hard work to understand and submit personal work. It's so difficult for me. Because I'm in summer vacation , I could. I don't have any kind of emotion like regret. I enjoyed this course. But this course is so difficult!!!!! | I'm a japanese college | Student | of economics. I am not good | Negative | -0.98 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I enjoyed this course very much! I am an electrical engineering students and have some background on linear algebraic and gradient descent algorithm, this course difficulty was very suitable for me. Assignments are amazing - I didn't know certain simple algorithm like logistic regression can do powerful work like handwriting digit recognition! | much! I am an electrical engineering | Student | and have some background on linear | Negative | -0.8 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Great methodology! Interesting content and easy to follow even if the student does not have a strong background. | easy to follow even if the | Student | does not have a strong background. | Positive | 0.67 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Hi, I appreciate this course and the efforts put into it. However, I am unlikely to focus on it or be as much engaged as I'd hope to due to sound quality in your videos. I am really sorry for rating this course 4 stars. I hope that you'd recored your videos with a better microphone so I could enjoy listening to you and be more engaged in the course. I hope that you understand that it is hard to take a course with a bad sound quality, especially, that there is no excuse not to upgrade the microphone. Nowadays, almost everyone is using a respectably good microphone to recored videos. I believe if you use a better microphone many students would be more engaged and willing to take your course. My opinion might change after finishing this course but I don't think I'd be finishing this course anytime soon or at least on time before the next session because of the sound quality. Best regards, | you use a better microphone many | Student | would be more engaged and willing | Negative | -0.84 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Well organized course . Well designed so that it would appeal to wide varieties of students. Good Job Professor | would appeal to wide varieties of | Student | Good Job Professor | Positive | 0.8 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Sorry by the terrible English, i'm a Portuguese speaker =) But i'll try to say this: This courser was amazing for me, I learned a lot with the lessons of Andrew and certainly now I can explore more this area of AI that is Machine Learning. I'm a student of Physics Engineering in UFG, in the state of Goiás, Brasil, and these knowledge will help me in Data Analysis, that is basically the principal active of a Experimental Physicist. Hopefully this course will help more a lot of people in many areas, like IT guys, Physicists, Chemists and who knows who else. Just to finish, my thanks to Andrew Ng by the classes, to the Stanford University by the course and to Coursera Team for the platform. | that is Machine Learning. I'm a | Student | of Physics Engineering in UFG, in | Negative | -0.92 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Best online course I have encountered so far. I believe this is the best course for someone who is a beginner in ML or is trying to figure out if he/she is interested in it. For engineering student and CS students math is really basic and unchallenging. Most topics are explained conceptually and through many examples. Math shown here is just enough to explain what is really happening in the algorithm and what is behind all of it. I believe this is the best starting point for someone who is new to machine learning, and this course should give them enough knowledge to continue in their desired direction. Many thanks to fantastic professor Ng, who made this course a really enjoyable experience. | is interested in it. For engineering | Student | and CS students math is really | Positive | 0.78 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I gained a lot from the course and I really would like to recommend this course to many other students and friends. | recommend this course to many other | Student | and friends. | Positive | 0.98 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Prof. Ng is very knowledgeable and explains each topic concisely and informatively. He does not assume that students have a lot of backgrounds in linear algebra or programming. He takes time to explain everything we need to know step by step and from the very basic. I really appreciate his effort in teaching this class and make it accessible to anyone. Also thanks to all mentors, tas, and other students who participated in the discussion forum and provided useful resources on completing the assignments. | to all mentors, tas, and other | Student | who participated in the discussion forum | Positive | 0.86 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I just feel a strong urge to express my feelings after having completed this splendid course. I really feel completely transformed after completing it right now. It can literally feel the changes inside my brain's neural circuits taking place. I didn't took this course just by accident. I am a currently an undergraduate student of Computer Engineering and I was already interested in Machine Learning from my first year at University. I even got a book by Tom Mitchell with some difficulty but I couldn't read it much. Then I ended up on this course on Coursera and I have to say that in the modern world, education is better off being in the form of MOOCs than the traditional concept of learning by books. I can't describe verbally how beneficial this course have been for me. Even though, there is a thing that I'd like share: I couldn't complete this course in just one session. In fact, I could complete it in 4 complete sessions, thanks to the Switching Sessions feature present on Coursera. I had a lot hurdles along with this course and I also couldn't be regular on the internet. Once in the middle of the second session, I deferred it to complete another MOOC here on Coursera called "Learning How to Learn" and it was, again, an impressive course. One of the most frustrating yet very knowledgeable portion of this course was the programming exercises on Octave. I had to install a Kubuntu besides my Windows OS and ran it on dual-boot. There were so many other hurdles but I finally went through them, though taking a lot of time. This whole journey has been very insightful and interesting and truly, it has left an indelible impression on me. I have immense respect for Professor Andrew Ng for helping out multitude of students, including me. There was nothing in the course that I didn't love. I enjoyed every bit of it through every byte. The hurdles like those programming exercises had also been a source of huge joy when I was able to complete them after hours of fiddling around with the Octave codes. In the end, I want to say that I feel highly privileged having been able to find and complete this course. And, not to mention, it's nature of being totally free of cost allows students belonging to any class of society from any part of the world to readily benefit from it. I thank the Professor and the whole team involved from the depth of my heart. | I am a currently an undergraduate | Student | of Computer Engineering and I was | Negative | -0.76 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I just feel a strong urge to express my feelings after having completed this splendid course. I really feel completely transformed after completing it right now. It can literally feel the changes inside my brain's neural circuits taking place. I didn't took this course just by accident. I am a currently an undergraduate student of Computer Engineering and I was already interested in Machine Learning from my first year at University. I even got a book by Tom Mitchell with some difficulty but I couldn't read it much. Then I ended up on this course on Coursera and I have to say that in the modern world, education is better off being in the form of MOOCs than the traditional concept of learning by books. I can't describe verbally how beneficial this course have been for me. Even though, there is a thing that I'd like share: I couldn't complete this course in just one session. In fact, I could complete it in 4 complete sessions, thanks to the Switching Sessions feature present on Coursera. I had a lot hurdles along with this course and I also couldn't be regular on the internet. Once in the middle of the second session, I deferred it to complete another MOOC here on Coursera called "Learning How to Learn" and it was, again, an impressive course. One of the most frustrating yet very knowledgeable portion of this course was the programming exercises on Octave. I had to install a Kubuntu besides my Windows OS and ran it on dual-boot. There were so many other hurdles but I finally went through them, though taking a lot of time. This whole journey has been very insightful and interesting and truly, it has left an indelible impression on me. I have immense respect for Professor Andrew Ng for helping out multitude of students, including me. There was nothing in the course that I didn't love. I enjoyed every bit of it through every byte. The hurdles like those programming exercises had also been a source of huge joy when I was able to complete them after hours of fiddling around with the Octave codes. In the end, I want to say that I feel highly privileged having been able to find and complete this course. And, not to mention, it's nature of being totally free of cost allows students belonging to any class of society from any part of the world to readily benefit from it. I thank the Professor and the whole team involved from the depth of my heart. | Ng for helping out multitude of | Student | including me. There was nothing in | Negative | -0.99 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I just feel a strong urge to express my feelings after having completed this splendid course. I really feel completely transformed after completing it right now. It can literally feel the changes inside my brain's neural circuits taking place. I didn't took this course just by accident. I am a currently an undergraduate student of Computer Engineering and I was already interested in Machine Learning from my first year at University. I even got a book by Tom Mitchell with some difficulty but I couldn't read it much. Then I ended up on this course on Coursera and I have to say that in the modern world, education is better off being in the form of MOOCs than the traditional concept of learning by books. I can't describe verbally how beneficial this course have been for me. Even though, there is a thing that I'd like share: I couldn't complete this course in just one session. In fact, I could complete it in 4 complete sessions, thanks to the Switching Sessions feature present on Coursera. I had a lot hurdles along with this course and I also couldn't be regular on the internet. Once in the middle of the second session, I deferred it to complete another MOOC here on Coursera called "Learning How to Learn" and it was, again, an impressive course. One of the most frustrating yet very knowledgeable portion of this course was the programming exercises on Octave. I had to install a Kubuntu besides my Windows OS and ran it on dual-boot. There were so many other hurdles but I finally went through them, though taking a lot of time. This whole journey has been very insightful and interesting and truly, it has left an indelible impression on me. I have immense respect for Professor Andrew Ng for helping out multitude of students, including me. There was nothing in the course that I didn't love. I enjoyed every bit of it through every byte. The hurdles like those programming exercises had also been a source of huge joy when I was able to complete them after hours of fiddling around with the Octave codes. In the end, I want to say that I feel highly privileged having been able to find and complete this course. And, not to mention, it's nature of being totally free of cost allows students belonging to any class of society from any part of the world to readily benefit from it. I thank the Professor and the whole team involved from the depth of my heart. | being totally free of cost allows | Student | belonging to any class of society | Positive | 0.83 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Absolutely a must! Ng, through this courses, demystifies machine learning and imparts useful skills without getting bogged down by the mathematics - if you're math-shy. The assignments and their submission system are also easy and intuitive and instructive, never leaving the student wondering what they're doing. | intuitive and instructive, never leaving the | Student | wondering what they're doing. | Negative | -0.77 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Professor Ng is great. Explains things in a very clear manner and clearly cares about students learning. The online discussion forums and programming tutorials are amazing and you can always find answers to your struggles somewhere in there. The course is difficult certain weeks and requires pushing through linear algebra confused by having to program, but it gives a great foundation in ML techniques. | clear manner and clearly cares about | Student | learning. The online discussion forums and | Negative | -0.65 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Professor didn't do a good job on explaining the theory. He moves too fast. This should improve so that student who has less/weak knowledge of Math can pass the quiz. If you are not a Math student, don't take this class. I was hoping to learn about how to program to control the machine/robot but it turns out that this is more focusing on the theory instead. I would recommend to take another course of ML/Big Data from UCI instead. | If you are not a Math | Student | don't take this class. I was | Negative | -0.77 | -1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This is a nice course for getting started with machine learning and AI. I used this course for learning side by side with my college. At college they generally teach nothing much about AI just some theories of important concepts like neural networks and things like that. But this course made me understand everything. And the teaching methodology is very nice. It keeps students in track. The professor makes learning fun maybe that's the reason why am enjoying this course | methodology is very nice. It keeps | Student | in track. The professor makes learning | Positive | 0.95 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course is good for initial steps in machine learning. The pace is relatively slow. I don't like that some sections are stated "as too complicated" and the formulas are just provided without a proof(in particular the support vector machine lecture). I doubt anyone will implement this from scratch, but IMHO just providing the formula is almost the same as not mentioning the algorithm at all. I am familiar with the related material so it was not a great deal to me but I guess if you don't know linear algebra this could be frustrating. There are some glitches in the lectures - sentences repeating. There are also some minor mistakes that the lecturer does(everyone does some I guess). The last bit I did not like is that students are forced to use octave and that parts of the lectures focus on that. | I did not like is that | Student | are forced to use octave and | Negative | -0.71 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very nice course well adapted to students from any place in the world. Keeps you engrossed and focused during all 11 weeks. Materials are well structured and explain the topic completely clearly. Assignments are interesting and enthralling. | Very nice course well adapted to | Student | from any place in the world. | Positive | 0.99 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Thank you to Pr Andrew Ng for his course. He facilitates the understanding of Machine Learning to a wide audience, transmits at each video confidence and hope to the student thanks to his remarquable qualities. | video confidence and hope to the | Student | thanks to his remarquable qualities. | Positive | 0.92 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | One of the most impressive courses I ever had. Dr. Ng assumed that every student was the beginner and explained those complex theory and method in plain words. Strongly recommended this course and I will surely broadcast among my friends and colleagues. | had. Dr. Ng assumed that every | Student | was the beginner and explained those | Negative | -0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course is excellently organised. You will learn very interesting things about Machine Learning, but you will also work your programming skills (MATLAB/Octave). You don't need to know a lot of algebra or programming, although every knowledge is useful. Professor Andrew Ng is excellent and all the exercises are very well explained. Forums are VERY useful too, you will get help and feedback from teachers and other students very quickly. I completely recommend it to anyone in the engineering, computer science or even other scientific disciplines. | and feedback from teachers and other | Student | very quickly. I completely recommend it | Positive | 0.88 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | It's a wonderful course. But I think the assignments are a bit difficult for design students like me to accomplish. | are a bit difficult for design | Student | like me to accomplish. | Positive | 0.86 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | For a busy professional, this course was accessible and practical, well paced and challenging programming assignments that are very well thought out as to teach the student the necessary knowledge to then apply this knowledge to other problems. | thought out as to teach the | Student | the necessary knowledge to then apply | Positive | 0.64 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Awesome,perfect course for Machine Learning on the web,extensively designed,reviewed and thorough materials and absolutely genuine tests to make sure student gets a degree only if he has been able to grasp what was meant to be taught..!!! Enjoying,learning and grades all at one place..!!! Stanford,Coursera and prof. Andrew Ng ,u all rock..!!! :) | absolutely genuine tests to make sure | Student | gets a degree only if he | Negative | -0.95 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The videos are of a helpful length and they are organized into lessons with constructive quiz questions and assignments interspersed to make a student progress logically and incrementally through the course. I found the mentors' guidance helpful to bridge the gap between video lectures and programming assignments. | and assignments interspersed to make a | Student | progress logically and incrementally through the | Negative | -0.94 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Course concepts are well-explained and are clear to understand even to those with little background in this area. I would personally recommend every computer science student or those having interest in Machine Learning to take this course. | would personally recommend every computer science | Student | or those having interest in Machine | Positive | 0.62 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Awesome course. Each and every CS student must complete this course. | Awesome course. Each and every CS | Student | must complete this course. | Positive | 0.77 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course! Andrew Ng has treated all topics in a simple, but complete . Furthermore, the course program it is rich in topics and it provides many opportunities to deepen what is most interesting for each student. | what is most interesting for each | Student | | Positive | 0.89 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | It's a great course for people looking to garner an insight into the mystic world of machine learning. The pace of the course is excellent, allowing students from diverse backgrounds to follow along with reasonable effort. | of the course is excellent, allowing | Student | from diverse backgrounds to follow along | Positive | 1.0 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very Excellent Course for basic Machine Learning Student | Excellent Course for basic Machine Learning | Student | | Positive | 0.84 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The best of all the courses I've taken till date. Taught very well, taking into account all kinds of students, those with and without mathematical background. That's the really great part. The forums were very helpful, the exercises were very relatable to the industry problems and made simple via the detailed instruction documents given along with the exercises. Has great Wiki and materials supporting the course. All in all a very insightful and detailed course for anyone who wants to get into this field. Thanks to Mr. Andrew Ng and the entire Coursera team! | taking into account all kinds of | Student | those with and without mathematical background. | Positive | 0.77 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course was a great introduction to machine learning (ML). Besides the ML concepts and methods, the course explained the necessary mathematical and statistical concepts in a clear and simple manner. I believe people who have not done much maths or stats should be able to follow the materials. ML concepts were explained in a clear fashion with relevant examples and a good level of depth. The weekly programming exercises require the student put aside at least 2 hours but they are interesting and not impossibly challenging. | The weekly programming exercises require the | Student | put aside at least 2 hours | Negative | -0.96 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very useful and excellent machine learning class for new students in this field. | excellent machine learning class for new | Student | in this field. | Positive | 0.8 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Prof. Andrew Ng explains the main ML concepts in a very concise yet detailed manner that allows both students with a background in CS and those without it to learn so much in this course. The class is well structured and the assignments are amazing examples of the applications of the concepts learned. | yet detailed manner that allows both | Student | with a background in CS and | Positive | 0.96 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I found this course very useful to introduce the student to a wide variety of machine learning techniques. I found the assignments very manageable and the course load was very light, perfectly suited for a working professional. | course very useful to introduce the | Student | to a wide variety of machine | Positive | 1.0 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The curriculum has been structured really well. The videos are amazing. A beginner as well as an intermediate student will be fascinated by this teaching. | beginner as well as an intermediate | Student | will be fascinated by this teaching. | Positive | 0.96 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very intuitive. It is important to have a grasp on the intuition of the concept before jumping into more detailed machine learning studies that requires more rigorous and sophisticated math. I would recommend this even for students who already familiar with some machine learning techniques. Well done for Prof. Andrew Ng and the team! | I would recommend this even for | Student | who already familiar with some machine | Positive | 0.98 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Exceptional course. My thanks and congratulations to Andrew Ng and Coursera for this offering. I especially appreciated Professor Ng's combination of academic (Stanford) and real world (Baidu, Google) experience, and his efforts to help students gain an intuitive understanding of the content. I think anyone who wants an overview of Machine Learning will find this very helpful. | experience, and his efforts to help | Student | gain an intuitive understanding of the | Positive | 0.95 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course. The scope and depth of the material has been carefully chosen. The exercises empower the students to take off on their own future projects. | carefully chosen. The exercises empower the | Student | to take off on their own | Positive | 0.74 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course is most useful for students not in the maths/engineering field. As a medical student with only high school maths and computing, I am happy to learn just enough to explore real problems in my field. It does not assume previous knowledge in advanced linear algebra, multivariable calculus and Matlab programming. I'm able to go through the whole course and finish the assignments in just 2 weeks. In contrast, I am unlikely to be able to go through the other online ML courses by famous universities or even the youtube version of Prof. Andrew Ng. | The course is most useful for | Student | not in the maths/engineering field. As | Negative | -0.67 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Great course. I feel like this is oriented towards high-school students, a little rudimentary at times, but nevertheless covers a great breadth of subject. The course would be way to dense if he tried to go for depth as well, and would be appropriate for a much smaller audience, so I respect his decision. | like this is oriented towards high-school | Student | a little rudimentary at times, but | Positive | 0.88 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course gives a very thorough introduction to Machine Learning, Octave and concepts behind ML. Hands on assignments are very good at introducing students to a variety of problems and builds a very good foundation. | assignments are very good at introducing | Student | to a variety of problems and | Positive | 0.99 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Was a little too basic. Would have preferred more flesh (both implementational and mathematical) on the bones. I also found it absurd that each time the professor introduced a very basic linear algebra concept he kept saying somewhat patronizingly "this is for the experts in linear algebra". Come on! If one is taking a machine learning course, one can expect more from the students. Otherwise the course ends up being a flaky tap-dance on the surface of the material. | one can expect more from the | Student | Otherwise the course ends up being | Negative | -0.88 | -0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Great course for those interested in having a deep understanding of how the machine learning concepts and algorithms work. The instructor is very knowledgeable and is an excellent teacher of the complexities. Students should have a background in statistics and/or higher math (e.g. calculus, trigonometry, etc). | an excellent teacher of the complexities. | Student | should have a background in statistics | Positive | 0.97 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course for all those who would like to get started on Machine Learning. Prof.Andrew Ng has delivered this course in great style, that even the most complex aspects are made to look very simple. Course assignments are well designed to test the real learning of the student. I thoroughly enjoyed solving those real problems. I'm confident to claim, that I'm a Machine Learning product designer now. Its a huge leap for me, personally. Thankyou Prof.Andrew Ng and Coursera Team. | test the real learning of the | Student | I thoroughly enjoyed solving those real | Positive | 1.0 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | All in all a great introductory course. For a 3rd year physics student, the math could have been more challenging without putting too much of a strain on me. | course. For a 3rd year physics | Student | the math could have been more | Negative | -0.87 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | great lectures, great people who provide tutorials on the assignments, and the assignments truly give the student a deeper understanding of the course material. Plus, if I want to apply what I learned in the future, I have the code already written from the course assignments! | and the assignments truly give the | Student | a deeper understanding of the course | Positive | 0.99 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I am very pleased with the course, and don't regret the time spent. The way the topics are explained is very understandable even for new student, good examples was given and topics covered are fundamental. Thank you, I gained good knowledge! | is very understandable even for new | Student | good examples was given and topics | Positive | 0.77 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Hi. This is a great course which would be made even better with the small change I describe below. I was referred here by Nicole who was handling this as Support Case #1188060. I understand the mentors have been seeking this improvement for some time. Please let me know if I can clarify or assist in any way. Thanks in advance. ---- Support Case #1188060 ---- Hi. I'm writing regarding the Machine Learning course taught by Andrew Ng of Stanford. I have learned there is a compilation of "errata," known errors in the videos and course materials for each week, which has been made available in per-week links like the following: https://share.coursera.org/wiki/index.php/ML:Errata:_Week_7 I found these links only after digging through discussions. In my own discussions afterwards, I learned that I wasn't the only one having trouble finding the errata. Apparently it's a long-standing problem which creates extra work for mentors as well as slowing down students. Would it be possible to provide the errata links, or a link to the Machine Learning Course wiki, in a dedicated section of the Course Content? This would help a lot of people. Please see the discussion below for more perspective. https://www.coursera.org/learn/machine-learning/discussions/RQNTlee5EeWTdBIkpCpI1Q Thanks for your consideration. Tom :-) | mentors as well as slowing down | Student | Would it be possible to provide | Positive | 0.85 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Since this is my very first online course, I don't have too much to compare it to, but I thought the lectures and the quizzes / programming problems were very focused. Especially the coding where a lot of the "grunt work" was done for you, allowing you to focus on the actual machine learning algorithm which was helpful in grasping the application of these complicated concepts. I especially liked the later part of the course where emphasis was made on understanding how to make educated decisions about where to spend time enhancing the performance of the ML code & training set. This will save the potential ML student hours and hours of work. Thanks to the professor, producer, and moderator(s). | This will save the potential ML | Student | hours and hours of work. Thanks | Negative | -0.73 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Learned a lot of new concepts, perfectly organized content and assignments. I strongly recommend this course for the students in the domain of Data Science. | strongly recommend this course for the | Student | in the domain of Data Science. | Positive | 0.97 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course provide many real machine learning application examples to help students understanding the basic idea of machine learning! It really helps me a lot on stepping into the field of machine learning! | machine learning application examples to help | Student | understanding the basic idea of machine | Positive | 0.65 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Dr. Andrew Ng turned this otherwise complex subject into an easy to follow pleasant experience. With his unique visualizations he made possible for students understand the concepts, glimpse on how the topic applies to real world problems. Thank you Dr. Ng. | unique visualizations he made possible for | Student | understand the concepts, glimpse on how | Positive | 0.77 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | There are too many mistakes and misleading statements made in the course material. There were a lot difficulties with submitting assignments in order to move forward in the course. I had to give up because I don't have time to be bogged down like this. The students' comments and discussion would be useful if they can be accessed from within each lesson. I can't make heads or tails of what the discussions were referring to, when they are all clumped together at the course web site instead. | be bogged down like this. The | Student | comments and discussion would be useful | Negative | -0.78 | -1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | A wonderful course for anyone who wants to learn the basics of ML. Prof Andrew in this course not only gives clear explanations of theory behind ML algorithms, but prepares exercises that allow students to put the theories into implementation. Highly recommend. | algorithms, but prepares exercises that allow | Student | to put the theories into implementation. | Negative | -0.67 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | this course is very good for new student.I like it | course is very good for new | Student | I like it | Positive | 1.0 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | It's very good. I'm an undergraduate student studying CS in China. Hopefully one day I can really be in the live course in Stanford. | It's very good. I'm an undergraduate | Student | studying CS in China. Hopefully one | Positive | 0.91 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Applications exercises are allocated within specific areas of larger scripts, which allows the student to complete small tasks that are still put into context of a general project. The lessons are well illustrated, and developing intuitions of the mathematical concepts is well facilitated | of larger scripts, which allows the | Student | to complete small tasks that are | Positive | 0.93 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course is fa-bu-lous. Andrew Ng is a wonderful teacher. His lessons are carefully crafted so that an engineering student can get a grasp of the basics of machine learning, without getting lost in mathematical theory. Bravo ! | carefully crafted so that an engineering | Student | can get a grasp of the | Positive | 0.87 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course. Covered many key machine learning concepts, was clear and easy to follow. Great support from both staff and other students with questions. | support from both staff and other | Student | with questions. | Positive | 0.94 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Awesome course!! You could get seriously placed in a GOOD company AND in a GOOD position! Andrew Ng starts of a little dry.But at the end of every week, he gets simply divine ! A very comprehensive course balancing both the theoretical aspects and the practical approach very gracefully with a solid support of mathematics. Students with knowledge of Basic Statistics (i.e. High School) and standard Mathematics like functions and calculus are perfect for this course. | with a solid support of mathematics. | Student | with knowledge of Basic Statistics (i. | Positive | 0.94 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This was one of the best courses on Coursera, and one where the teacher really seemed like he was into teaching students all he knew, rather than giving a few tidbits here and there. An awesome course! And an even more awesome teacher! Thank you for creating such a wonderful course! | seemed like he was into teaching | Student | all he knew, rather than giving | Negative | -0.94 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Fantastic. Andrew Ng is a naturally charismatic teacher with a knack for anticipating issues which his students may encounter and assuaging them before they become sticking points for later understanding. By their nature, online courses cannot benefit from students asking questions of their instructors so it is doubly important that instructors be aware of areas which may confuse students and take anticipatory action to avoid this- this is only one of Ng's strengths. Beyond this, Ng is simply an enthusiastic instructor whose passion for his subject is contagious. He also conveys a genuine sense of understanding the student's process of coming to grips with more difficult portions, often explaining what has confused him before (though, given his expertise, one may wonder just how much these areas actually give him difficulty). All things considered, the biggest disappointment is that there are not more courses available with Ng as the instructor. | aware of areas which may confuse | Student | and take anticipatory action to avoid | Negative | -0.87 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Fantastic. Andrew Ng is a naturally charismatic teacher with a knack for anticipating issues which his students may encounter and assuaging them before they become sticking points for later understanding. By their nature, online courses cannot benefit from students asking questions of their instructors so it is doubly important that instructors be aware of areas which may confuse students and take anticipatory action to avoid this- this is only one of Ng's strengths. Beyond this, Ng is simply an enthusiastic instructor whose passion for his subject is contagious. He also conveys a genuine sense of understanding the student's process of coming to grips with more difficult portions, often explaining what has confused him before (though, given his expertise, one may wonder just how much these areas actually give him difficulty). All things considered, the biggest disappointment is that there are not more courses available with Ng as the instructor. | a genuine sense of understanding the | Student | process of coming to grips with | Positive | 0.94 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Professor Andrew Ng has presented the content in a really learner friendly way. The student absorbs the knowledge without even noticing. 10 weeks later, you wake up - and just know it all. Great job Mr Professor. | a really learner friendly way. The | Student | absorbs the knowledge without even noticing. | Positive | 0.68 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Great! This is a great course to learn the idea of machine learning even I am not a computer science and data science student. It provides a chance for us to study different type of machine learning algorithm. The assignment also gives you a chance to practice these algorithms on some application example. If this course can provide more deeply mathematics algorithm or guideline for future study on learning algorithm, it will be a perfect course! | a computer science and data science | Student | It provides a chance for us | Positive | 0.94 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Contents are carefully organized with good exercises. The course covers the topics which are required to apply machine learning to real-world problems at basic levels. The topics are consistently addressed with motivation, theory, and implementation in order. The exercises are provided to teach the concepts of machine learning and their applications. Prof. Andrew Ng tried to eliminate technical barriers in writing codes in Matlab and let students understand the concepts fully. This class is the first choice of learning Machine Leaning for a self-driven learner. | writing codes in Matlab and let | Student | understand the concepts fully. This class | Negative | -0.65 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course - simple, direct, and hands on but at the same time comprehensive and deep enough so that students of all levels can follow along and learn! You'll learn from the basics of 2D linear regression all the way through very important non-linear models for classification and regression (such as logistic regression, neural networks, SVM, collaborative filters, etc). Prof Ng and touches on many relevant topics like managing large datasets, convergence issues, debigging and error checking, and so on. | comprehensive and deep enough so that | Student | of all levels can follow along | Positive | 0.88 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Thanks a lot Andrew NG for one of the best and most descriptive online courses I took so far. Just as a small point open to improvement, in MATLAP/Octave assignments, students may be encouraged more to apply the core steps of the algorithms on their own. | open to improvement, in MATLAP/Octave assignments, | Student | may be encouraged more to apply | Positive | 0.86 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very well structured course for giving good overview of ML landscape, with programming assignments giving little sandboxes for student to be able to focus on crux of a particular ML technique. It gives good basic foundation to be able to appreciate various ML applications around and techniques used in them, and go out to explore ML further. | programming assignments giving little sandboxes for | Student | to be able to focus on | Positive | 0.95 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course was well done by Andrew - he has very nicely balanced theory with implementation/practice so that students retain more material. Thought was put into choosing illustrative exampleFor me personally, I found the course very refreshing as I was last in school 18 yrs ago. The | balanced theory with implementation/practice so that | Student | retain more material. Thought was put | Negative | -0.72 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Andrew Ng does an amazing job explaining the mathematics behind each concept, striking a great balance between abstract mathematics and concrete ideas. I would also like to praise the coding assignments. Each comes with a great deal of code already written, allowing the student to focus on the core concepts rather than writing everything from scratch. A lot of work was invested just to ease the learning experience. Thank you very much for such an incredible course! | of code already written, allowing the | Student | to focus on the core concepts | Positive | 0.97 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Awesome class. It was very accessible and had some great examples. I would have liked to see a little more asked of the students. It would have been fun to implement some more examples that required the full ML tool box (cross validation, training). I was a little surprised that there were no discussion / examples of tree classifiers or Naive Bayes. It would have been helpful to have a discussion on how to handle categorical features. | a little more asked of the | Student | It would have been fun to | Negative | -0.8 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very good course especially for math/cs students - a lot of focus is put on explaining the math behind algorithms and equations, so if you search for practical examples and use cases, maybe try to look for another course | Very good course especially for math/cs | Student | - a lot of focus is | Positive | 0.97 | 0.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Andrew really did a great job in breaking down rather complicated algos and theories into simpler pieces for students to understand. The course is well structured and the assignments are very useful and focus on the key points. I would highly recommend this course to anyone who is interested. | and theories into simpler pieces for | Student | to understand. The course is well | Positive | 0.8 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Awesome lecture content for beginner and intermediate student craving for the latest statistical skills. Exercises are well-designed and helpful to the learning experience. Definitely recommended! | lecture content for beginner and intermediate | Student | craving for the latest statistical skills. | Positive | 0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I am really satisfied with the course. I'm really glad I stuck with it. Looking forward to putting it to practice. The way the course is organized is really good. It's amazing to look back in all the subjects studied and how each one is built on top of each other. It is also good how there is always a programming exercise that really makes you think about the content studied on that lesson. I think the videos really need some post production. Some videos could be shortened since there is repeated material: Andrew decides to restart the explanation, because he messed up or something, but the part the he messed up is still in the video. It would be good if the Wiki that is present in Week 1 could also be present in all other Weeks, so we as students could feel encouraged to write the Wiki of each Week. | all other Weeks, so we as | Student | could feel encouraged to write the | Negative | -0.81 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course for students trying to discover their interests and potentials. One of the most interesting courses I've pursued so far. | Excellent course for | Student | trying to discover their interests and | Positive | 0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I really liked this course and the way exercise and assignments are created such that even a no-maths student can learn it. Thumbs up. | created such that even a no-maths | Student | can learn it. Thumbs up. | Positive | 0.74 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Outstanding course. My only feedback is you force the students to use Octave/MATLAB. I used Python do all the assignments but I didn't bother submitting my answers to get credit for the course because I would have had to reimplement it again in Octave. Maybe give some more in-depth optional assignments? I would have liked to have actually implemented a SVM rather than use a lib (at-least one time). | only feedback is you force the | Student | to use Octave/MATLAB. I used Python | Negative | -0.68 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This was my first on line course and the experience has been amazing. The lectures by Prof Andrew Ng were clear and the follow up programming exercises helped reinforce and enhance the concepts covered in the lectures. The entire course was very well organized - videos, notes, discussion groups, suggestions and tips by the mentors was very easy to follow. The focus of this course is on the practical application of machine learning techniques (supervised learning mostly but also some non supervised learning). Prof Andrew tries not to get into the advanced mathematical concepts but instead provides good intuition and then shows one how to apply the different ideas underpinning machine learning with some practical examples. In my view, this is an excellent way to quickly become familiar the concepts and to see machine learning in action. A student of the course will gain very good insights and can then follow up with the underlying math as needed. The final two lectures on how to scale machine learning to large systems and a suggested systematic framework for figuring out which aspects of the design to focus on were very instructive. In summary, i would highly recommend this course to anyone interested in the area of machine learning. Be prepared to work through some challenging (but very worthwhile) programming exercises to get the most out of the course. | see machine learning in action. A | Student | of the course will gain very | Positive | 0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course is an excellent beginning for anyone who'd like to discover the fantastic realm of Machine Learning. It is beginners oriented, but people who already have a certain level in mathematics will be challenged too. I really enjoyed the coding parts: guided, thorough and informative, with a lot of optional exercices to test one's comprehension of the material. I'd have liked to hear about decision trees, but hey: that would have been the cherry ON the cherry on the cake. Thank you Professor Ng for making this course available free to all learners around the world. Thanks also to all the mentors that helped so many students in their path to achievement. All the best for you new learners, K. | the mentors that helped so many | Student | in their path to achievement. All | Positive | 0.87 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This was my first coursera class, and I came out feeling confident in my use of the methods that Prof. Ng taught. The programming exercises do a very good job of guiding students through the implementational details of each learning method and usually provide examples to illustrate the strengths, weaknesses, and options within each. I'm a graduate student in a protein structure/rational drug design lab, and the topics from this class have already weaved their way into my projects. These methods are applicable to almost any quantitative form of data - I strongly recommend this course for other young researchers, either to prepare to implement the methods themselves, or to just start thinking about how to format the conventions of their sceintific domain in a machine-learnable way! | a very good job of guiding | Student | through the implementational details of each | Positive | 1.0 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | A truly fantastic course. Extremely useful, practical, relevant content and examples, plus such a great teacher as well as very helpful course staff and other students. Thanks Andrew, team and the rest of the students. For anyone considering doing the course, note that the time requirements can be a lot - the lectures are fine but two or three of the assignments took far more than 3 hours (if you plan on actually battling through the coding this is relevant. I'd highly recommend that anyone considering doing the course does the assignments since this is where the real magic happens - Andrew quite deviously leaves a bit of the theory to be fully worked out by yourself in the assignments). | very helpful course staff and other | Student | Thanks Andrew, team and the rest | Positive | 0.79 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | A truly fantastic course. Extremely useful, practical, relevant content and examples, plus such a great teacher as well as very helpful course staff and other students. Thanks Andrew, team and the rest of the students. For anyone considering doing the course, note that the time requirements can be a lot - the lectures are fine but two or three of the assignments took far more than 3 hours (if you plan on actually battling through the coding this is relevant. I'd highly recommend that anyone considering doing the course does the assignments since this is where the real magic happens - Andrew quite deviously leaves a bit of the theory to be fully worked out by yourself in the assignments). | team and the rest of the | Student | For anyone considering doing the course, | Negative | -0.63 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | My first course online but one of my best student course. Very interesting course, easy maybe too easy. | online but one of my best | Student | course. Very interesting course, easy maybe | Positive | 0.99 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course provides a sizeable amount of pretty cohesive material, which can still be understood by non-CS students. It's very practical and it includes a very nice mix of quiz tests and great MATLAB/Octave programming assignments. After going through the assignments I started wondering about other problems which data sets I can plug with small modifications into the completed solutions. Andrew Ng keeps a great balance between explaining important details and skipping over parts that require straying too much from the main topic of the lecture. I still don't have very deep or broad knowledge in the Machine Learning domain, but it feels like the course doesn't miss anything of the fundamentals. Overall, I'd definitely recommend the course to CS students, high-school students with interests in the computer science area and even specialists in other areas with some knowledge in linear algebra with interest in the AI and ML domains. | can still be understood by non-CS | Student | It's very practical and it includes | Positive | 0.86 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course provides a sizeable amount of pretty cohesive material, which can still be understood by non-CS students. It's very practical and it includes a very nice mix of quiz tests and great MATLAB/Octave programming assignments. After going through the assignments I started wondering about other problems which data sets I can plug with small modifications into the completed solutions. Andrew Ng keeps a great balance between explaining important details and skipping over parts that require straying too much from the main topic of the lecture. I still don't have very deep or broad knowledge in the Machine Learning domain, but it feels like the course doesn't miss anything of the fundamentals. Overall, I'd definitely recommend the course to CS students, high-school students with interests in the computer science area and even specialists in other areas with some knowledge in linear algebra with interest in the AI and ML domains. | definitely recommend the course to CS | Student | high-school students with interests in the | Positive | 0.97 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The course provides a sizeable amount of pretty cohesive material, which can still be understood by non-CS students. It's very practical and it includes a very nice mix of quiz tests and great MATLAB/Octave programming assignments. After going through the assignments I started wondering about other problems which data sets I can plug with small modifications into the completed solutions. Andrew Ng keeps a great balance between explaining important details and skipping over parts that require straying too much from the main topic of the lecture. I still don't have very deep or broad knowledge in the Machine Learning domain, but it feels like the course doesn't miss anything of the fundamentals. Overall, I'd definitely recommend the course to CS students, high-school students with interests in the computer science area and even specialists in other areas with some knowledge in linear algebra with interest in the AI and ML domains. | the course to CS students, high-school | Student | with interests in the computer science | Negative | -0.63 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course with practical and fun examples. I'm eager to try some of it at work ! Many thanks to Andrew Ng : intuition before theory, simple examples, rephrases ideas in different terms, and shows he has a lot of fun teaching this course. I wish I had more teacher like this when I was a student. I wish there would be a follow up with maybe even more tips for large scale machine learning and datasets where the positive class is only a small fraction of all the data available (not anomaly detection though). Thanks a lot Andrew ! | like this when I was a | Student | I wish there would be a | Negative | -0.74 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course presentation is simple and easy to digest with some hints about where the complexity exist. The exercises also well designed to lead student to the right direction without worrying too much about implementation detail that support the main topics. I usually focus in the wrong direction while learning something new. This trap is frustrating, but this course is really enjoyable. Thank you for making this course. | exercises also well designed to lead | Student | to the right direction without worrying | Positive | 0.67 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Great course, the teacher did a very good job explaining a very difficult subject to a group of students with signifficantly different backgrounds. The quizzes were easy to solve once you took the time to see all the related videos. There was a little bit of handholding in the programming assignmentes, but that may be due to the aforementioned backgrounds the student came up with. I'm a spanish speaking mechanical engineer with just a programming hobby and I was able to finish with a 99% grade. If I could do it, anyone can | due to the aforementioned backgrounds the | Student | came up with. I'm a spanish | Negative | -0.86 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very clear lectures. focusing a lot on making students understand the algorithms in addiction to teaching the algorithms. Also assignments are very nice. They are really practical examples such that we get a taste of what machine learning can do without having to spend a lot of time. | lectures. focusing a lot on making | Student | understand the algorithms in addiction to | Negative | -0.81 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I'm an electronics Engineering undergraduate student and I had never known anything about ML before entering this class. In this course, the explanation of those complex ML concept is very clearly, and the examples used in the course help me understand those concept a lot. Moreover, this course also offer me the opportunity to implement ML algorithm. And I'm really curious how the submit system works :) Anyway, thanks to this class, thanks to professor Andrew, I have a good understanding of the fundamental of machine learning, and now I'm learning more advanced machine learning technique and dig into some math tricks. | I'm an electronics Engineering undergraduate | Student | and I had never known anything | Negative | -0.64 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The BEST lecture ever. Professor Andrew Ng magically makes everything so easy. The assignments are not that challenging but appropriate for all students who didn't even took any of computer science class.. overall, again, the best ! | that challenging but appropriate for all | Student | who didn't even took any of | Negative | -0.82 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very well structured course. Professor is excellent. Lecture videos are easy to understand, have good examples, and are well organized. The assignments are relevant and illustrate the process of actually running machine learning. However, the scope of topics does feel a bit too "intro/basic" and the material and assignments feel spoonfed. It would have been great if the course went deeper into each topic and also challenged the student to do more coding independently in Octave/Matlab. | each topic and also challenged the | Student | to do more coding independently in | Positive | 0.78 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Extremely good course to start with machine learning. Clears basic concepts without going into too much detail which makes it ideal for students with no background in calculus. Also, the structure and content is well organized and topics are not rushed upon. You not only learn algorithms but also best practrices to follow to achieve better accuracy. The programming exercises are also really good. All of this makes coupled with the helpful Coursera community to guide you when you are stuck- up with a problem makes it an ideal course to start learning machine learning. | detail which makes it ideal for | Student | with no background in calculus. Also, | Positive | 0.74 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | An excellent introduction to machine learning, it gives much confidence with hands-on learning. The pace of the course is very good with required information being given to student with minimal confusion by a good teacher. After this course a typical student would be well prepared to learn further for solving real life problems. | with required information being given to | Student | with minimal confusion by a good | Positive | 0.67 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | An extremely useful course designed very beautifully and presented in a very lucid manner. The assignments help in bringing out the technicalities of the course very efficiently. And the quiz questions help a lot in gaining intuition. However, it MUST have a sequel.. another course that takes students deeper into Machine Learning concepts and tools of the trade. | sequel. . another course that takes | Student | deeper into Machine Learning concepts and | Negative | -0.86 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I am a physics postgraduate student and want to take a career in the field of computer science. Although I learned some related mathematica course at the undergraduate stage, this course still gives lots of intuition why the algorithm is designed in such a way, how to obtain the information from the massy data and how to improve our algorithm based on our data. Thanks very much, Andrew. | I am a physics postgraduate | Student | and want to take a career | Negative | -0.78 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent 11 week course, highly recommended and with real world relevance.. Very knowledgeable and personable lecturer is an effective communicator. Tutors are helpful and responsive. Informative discussions forum and helpful tutorial guidance and useful test cases. Guided programming exercises with Octave/Matlab in which the authors have done most of the grunt work, leaving the student to fill in a few critical bits. The only down side was that the course changed from being uncertified to certified, about 80% of the way through. Would need to redo/resubmit virtually all assessments in order to qualify for certification, which is a fair amount of time/effort, that I'm not sure that I can spare. | of the grunt work, leaving the | Student | to fill in a few critical | Negative | -0.82 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Amazing Instructor. Every MOOC instructor should watch a few videos of Andrew teaching ML.Sharing Personal experiences, providing industry insights and making the course fun and real life oriented. Using a pen along with slides is very important. Just reading out and explaining slides makes lectures boring and many students drop out of courses for this reason. | slides makes lectures boring and many | Student | drop out of courses for this | Negative | -0.96 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Highly recommended if you want to acquire a working knowledge in this area.This is probably the most difficult course I have ever survived and one of the best taught. Specifically, by providing the students with working learning machines or almost working learning machines that require some specific actions to make operational, Dr. Ng and the mentors tie the conceptual lesson from the lectures to working hardware. It would take years to gain the working experience that this course offers if you needed to assemble these machines on your own. I am incredibly impressed (and grateful). An added benefit was new perspective the course offered on familiar statistical procedures. | best taught. Specifically, by providing the | Student | with working learning machines or almost | Positive | 0.72 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I really enjoyed this course. It is clearly explained, progressively brining the student from the high level intuition to the implementation details. | is clearly explained, progressively brining the | Student | from the high level intuition to | Negative | -0.71 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The video lectures are informative. As a student, I am also expecting to see its applications in various fields with sample codes if possible to practice the theory. | video lectures are informative. As a | Student | I am also expecting to see | Positive | 0.72 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | The class is well organized and Prof Andrew covers many ML topics that are very practical and easily to learn, even for people without any ML experience. I'm pretty sure if we follow the class and finish all the assignments the students should have a very comprehensive view of what ML does and how it can solve the real problem. For more advanced technologies and mathematics proofs, this class does not explore much. However it cannot stop me liking this class! | and finish all the assignments the | Student | should have a very comprehensive view | Positive | 0.81 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | a. very good coverage of standard algorithmic approaches. b. good suggestive guidelines on specifics of algorithms like issues / details one need to be careful, need not to bother etc.. c. broad coverage of examples.. d. tricky questions...good to experience... Overall I liked this course content and the breadth of coverage. Based on the difficulty i experienced let me place some points of improvements that would help every student.... e. could have dealt some specific examples in full (from definition to implementation) as part of video lecture which would helped better understanding of the problems, algorithms, impact of specifics, implementation issues, analysis methods, inferences that could be derived, final expected solution. f. expecting feedback on exercises.... not only correct or incorrect but reasoning for the responses could be of great help in better understanding.... g. downloadable videos could contain in video quiz... h. Octave content could be increased..... i. audio of the lectures needs fine tuning, hissing sounds could be filtered. For some of the lectures subtitles does not match at all... Thank you very much for coursera.... Thank you very much Prof. Andrew Ng..... Looking forward for mor courses related to ML by you.... | of improvements that would help every | Student | . . . e. could have | Negative | -0.93 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Andrew Ng is a wonderful professor who is fully able to make his students understand machine learning concepts. However I would not recommand people who don't know anything about linear algebra to take this course. For French students, two years of scientific "Classe prépa" is more than enough to fully understand this course. | to take this course. For French | Student | two years of scientific " Classe | Positive | 0.81 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very suitable for a fresh student to know and understand the principal of machine learning. Assignments help a lot to hand on machine learning skills. | Very suitable for a fresh | Student | to know and understand the principal | Positive | 0.89 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This is by far the best course for people to get knowledge of machine learning in practice, especially for people who are working full day and are not actual students. What I really missed here, is some other topics: 1. Bayessian networks. 2. Markovian decision processes and Markovian hidden models. 3. Deep learning, of course. I guess you cannot really cover all that in one course, but I would gladly see the sequels for this course describing those topics. | full day and are not actual | Student | What I really missed here, is | Positive | 0.87 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Suitable for students with not much mathematics background. Very clear teaching. Assignments are quite helpful for building realstic understanding on algorithms. | Suitable for | Student | with not much mathematics background. Very | Negative | -0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course is one of the best I've taken. The videos are very clear, the assignments are challenging, but well within the scope of the course. Mixing great examples in the lectures with very detailed and comprehensive assignments, the student will experiment with several different algorithms for machine learning and understand how to optimize them to each different application. I can't overstate how great this course was! | very detailed and comprehensive assignments, the | Student | will experiment with several different algorithms | Positive | 0.92 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Amazing course! Well worth the time. Opens so many possibilities and springs so many new ideas! Andrew is a great instructor explaining very complex concepts in extremely simple way. One thing I would probably add to the course is something about existing platforms/software for machine learning. It is a bit more on the practical side for the people who will choose not to code the algorithms by themselves but would prefer to use existing solutions. Thank you very much. I also think that thousands of students passing this course every semester is a great tribute to coursera. I am a CEO of a tech company in China and while I could access some of the best education resources financially, I can not afford to do that because of lack of time. Coursera is a great platform that gives me that access. I think for people like me it could also be great to open up some possibility to contribute back to coursera in some way. | I also think that thousands of | Student | passing this course every semester is | Positive | 0.84 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Excellent course ! Good choice of topics, great explanations, I liked that there are many practical tips. I would have liked: less guided programming exercises (the solution was almost given in the comments in the file to write) and larger (the student has to write only small bits of the overall project). I would also have liked recommended links or reading whenever a proof or an explanation of a mathematical result was skipped. I think the choice of what was skipped as too detailed for an intro was good, but would have been nice to have pointers for students who wanted to explore more. | been nice to have pointers for | Student | who wanted to explore more. | Negative | -0.79 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This is so far the best online course I have found on Machine Learning. Dr. Andrew Ng is one of the best instructors I have experienced. His command on subject matter and style of teaching is truly amazing. He starts the topic from very basic concepts and gradually transit into most advance concepts but students never lose their interest. For students the comfort level remain the same in the advance level as it was for the basic concepts. I will strongly recommend this course to anyone who is planning to start their carrier in Machine learning. This is so far the best course you can find online and it is FREE. What else you can accept. J ��V�C�� | students never lose their interest. For | Student | the comfort level remain the same | Positive | 0.73 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Disclaimer: I did the ml-class version. This course has set a high standard of presenting ML materials to students and I believe it's still the best introduction to ML course out there. Thank you!! | standard of presenting ML materials to | Student | and I believe it's still the | Positive | 0.96 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Allow students to code in python or other programming languages also. | Allow | Student | to code in python or other | Negative | -0.63 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | My review concerns partially the course and partially the Coursera concept as this was my first on-line course and I cannot distinguish between those two.My experience was simply great, I felt that it was time well spend, for example compares to my company provided trainings and I'm hoping to return to another course.I have quite strong background in statistics so some parts were too basic for me but being able to speed the videos up is neat and it opens the course to wide spectrum of students (again opposed to company provided trainings or even school lessons where in the best case half of the students are bored of the slow tempo and other half isn't able to keep up with the same tempo). To have my own timeplan also helps but I even finished quite early as it was so fun.About the course contend: Andrew Ng prepared great lessons, all was pretty well explained (even when he cannot use some "advanced math" not to lose part of the students). The examples were illustrative as well as realistic (at least seemed realistic and that makes it more exciting than some artificial ones).I was little afraid of the programming exercises as I've never worked with Matlab (using mainly R). But now I'm glad that I know another language:) The system of submitting works perfectly.I can say similar thinks about the contend of the exercises as I wrote about examples in lectures. It is nice to program my own spam filter - the concept of programming only some small parts of the program and not to have to deal with data loading, plotting... is again very entertaining and instructive and then it can be done some nice application in short time.My thanks to the whole Coursera team and of course Andrew Ng. Hope to use this cool tools in my work. Zdeněk | the course to wide spectrum of | Student | (again opposed to company provided trainings | Positive | 0.69 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | My review concerns partially the course and partially the Coursera concept as this was my first on-line course and I cannot distinguish between those two.My experience was simply great, I felt that it was time well spend, for example compares to my company provided trainings and I'm hoping to return to another course.I have quite strong background in statistics so some parts were too basic for me but being able to speed the videos up is neat and it opens the course to wide spectrum of students (again opposed to company provided trainings or even school lessons where in the best case half of the students are bored of the slow tempo and other half isn't able to keep up with the same tempo). To have my own timeplan also helps but I even finished quite early as it was so fun.About the course contend: Andrew Ng prepared great lessons, all was pretty well explained (even when he cannot use some "advanced math" not to lose part of the students). The examples were illustrative as well as realistic (at least seemed realistic and that makes it more exciting than some artificial ones).I was little afraid of the programming exercises as I've never worked with Matlab (using mainly R). But now I'm glad that I know another language:) The system of submitting works perfectly.I can say similar thinks about the contend of the exercises as I wrote about examples in lectures. It is nice to program my own spam filter - the concept of programming only some small parts of the program and not to have to deal with data loading, plotting... is again very entertaining and instructive and then it can be done some nice application in short time.My thanks to the whole Coursera team and of course Andrew Ng. Hope to use this cool tools in my work. Zdeněk | the best case half of the | Student | are bored of the slow tempo | Negative | -0.86 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | My review concerns partially the course and partially the Coursera concept as this was my first on-line course and I cannot distinguish between those two.My experience was simply great, I felt that it was time well spend, for example compares to my company provided trainings and I'm hoping to return to another course.I have quite strong background in statistics so some parts were too basic for me but being able to speed the videos up is neat and it opens the course to wide spectrum of students (again opposed to company provided trainings or even school lessons where in the best case half of the students are bored of the slow tempo and other half isn't able to keep up with the same tempo). To have my own timeplan also helps but I even finished quite early as it was so fun.About the course contend: Andrew Ng prepared great lessons, all was pretty well explained (even when he cannot use some "advanced math" not to lose part of the students). The examples were illustrative as well as realistic (at least seemed realistic and that makes it more exciting than some artificial ones).I was little afraid of the programming exercises as I've never worked with Matlab (using mainly R). But now I'm glad that I know another language:) The system of submitting works perfectly.I can say similar thinks about the contend of the exercises as I wrote about examples in lectures. It is nice to program my own spam filter - the concept of programming only some small parts of the program and not to have to deal with data loading, plotting... is again very entertaining and instructive and then it can be done some nice application in short time.My thanks to the whole Coursera team and of course Andrew Ng. Hope to use this cool tools in my work. Zdeněk | not to lose part of the | Student | The examples were illustrative as well | Positive | 0.64 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course is simple to learn, even for novice programmers. For computer science students, this course help greatly for better understanding of Artifical Intelligence and making machine that learns. | for novice programmers. For computer science | Student | this course help greatly for better | Positive | 0.75 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | This course is exceptionally well put together. I had this wrong concept that machine learning is a hard nut to crack but Prof. Ng has designed the course in such a way that students get the best out of the machine learning course with fair amount of effort. Nearly to the end of the course. I wish this course was a part of specialization for Machine Learning and AI. | course in such a way that | Student | get the best out of the | Positive | 0.94 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Course is very good. I liked it. But what I didn't liked about it that you are not providing statement of accomplishment. If it would have been there I would have liked it more. It give boost to complete the course with full hard work. I hope you will give it a thought about it in future sessions. I know that this course is always open that can be a reason for you not providing statement of accomplishment but you are already grading students so it won't be that difficult to give statement of accomplishments | accomplishment but you are already grading | Student | so it won't be that difficult | Negative | -0.84 | 0.5 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | I'm learning so much! This course is fantastic. If I had any comment, it would be to make the homework just a little more challenging. Students are really walked through the problems! | homework just a little more challenging. | Student | are really walked through the problems! | Negative | -0.85 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | A fantastic hands-on introduction to machine learning. A very good balance of theory and math with the hands-on aspect. The math, when it goes into calculus, is there for the interested student but is optional. This course is only introductory and should not be expected to provide anything approaching mastery in machine learning. Such mastery presupposes much deeper math skills than those covered here, along with much greater mastery of whatever language/tool is being used, and deeper knowledge and understanding of many other topics that are either merely touched upon here or skipped entirely. But you have to start somewhere, and this is a very good place to start. A few of the later modules have some very distressing errors in the material that can cause enormous confusion. Otherwise the material is very solid and well-vetted. The instructor is engaging and lively and his enthusiasm is infectious. | calculus, is there for the interested | Student | but is optional. This course is | Positive | 0.64 | 1.0 | 0.81 | 1.26 |
| Gtv4Xb1-EeS-ViIACwYKVQ | Very well put together course. The lectures are logically structured and well presented with lots of meaningful and current examples. The Matlab programming assignments have been well thought out to incrementally step the student up through the different capabilities. 'Select All that Apply' quiz questions will likely drive you crazy as there is no feedback on no feedback on failed questions to understand where your mistake(s) was/were which means you spend hours more pouring over the videos/notes to try and better understand possible options for a subsequent attempt. | thought out to incrementally step the | Student | up through the different capabilities. 'Select | Positive | 0.85 | 1.0 | 0.81 | 1.26 |
| Gyll8Zh9EeWZyg6bf_Oxkw | My favorite online course ever. Thoughtful attention to detail, polished presentation, and helpful cohort of students made this topic really great. Thanks! | polished presentation, and helpful cohort of | Student | made this topic really great. Thanks! | Positive | 0.9 | 1.0 | 0.9 | 1.09 |
| Gyll8Zh9EeWZyg6bf_Oxkw | This course gives a good introduction to some basic algorithms. The standards it sets for students, however, is very low. They ask you to download an already written piece of Python code and change a line or two. To get the most out of this course, I recommend implementing all the algorithms yourself, perhaps even in a different language. "Algorithms on Strings, Trees and Sequences" by Dan Gusfield will be very useful for that. | algorithms. The standards it sets for | Student | however, is very low. They ask | Negative | -0.83 | 0.5 | 0.9 | 1.09 |
| H02KsW1DEeWXrA6ju0fvnQ | Of all the JHU Data Science specialization courses I've had, this was by far the most enjoyable. I really liked how the class was more in the style of 'here's some techniques, now do whatever you want on the project.' Prior courses are, and understandably so, more constrained in the assignments. It's not until here that the student really has the tools to be able to flex their analytical muscles, and it pays off. Also, of the three instructors, I am most favorable to Jeff Leek, who teaches this class. He communicates much clearer than Roger Peng or Brian Caffo. I find I learn more from his content than the others. Lastly, I will say that this class doesn't hold a torch to University of Washington's Machine Learning specialization. That's expected since this is one class and that's a whole series of classes. If you're hungry for more after this one, I highly recommend UWash's Machine Learning specialization. | It's not until here that the | Student | really has the tools to be | Negative | -0.72 | 0.5 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | I like the organisation of the course. The first video is so informative yet so simple. Great resources have been listed in it and so subtly. Also I saw the organization of folders and lecture notes and everything in Github repo for this course. It s awesome. I keep stuff like that.. well numbered and everything. I really appreciate it as it makes life of a student lot easier. Thanks. | as it makes life of a | Student | lot easier. Thanks. | Positive | 0.97 | 1.0 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | The mathematics in this course are at a high level (similar to Statistical Inference) - and are presented at a pace that is challenging without significant background in the field. There is little guidance presented on the methods required. It is recommended that students source out plenty of support material (intro to statistical inference and similar). | methods required. It is recommended that | Student | source out plenty of support material | Positive | 0.92 | -0.5 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | I believe this course is critical and much needed given where the Industry is heading. Prof Leek, has tried his best to explain the concepts in a lucid manner, however the complexity of the content, may challenge most students. A few more examples with R code would have been helpful as translating problem statement to R code may not be intuitive. I would highly recommend that students should plan to study some advance statistics before attempting this course. Having said that, i think this is a wonderful starter course to get a glimpse of what Machine Learning is all about. | intuitive. I would highly recommend that | Student | should plan to study some advance | Positive | 1.0 | 0.0 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | Thank you for inviting me to be a beta tester for Practical Machine Learning. I completed this course at the beginning of October of this year. When I was asked to be a "beta tester" I thought that I would be presented with new materials. However, the only thing that has changed is the look and layout of the Coursera web pages. The video lectures, quizzes, and assignment are the same as they have been for quite some time. Here are some specific comments: 1. The video lectures: To me, these are clear and easy to follow. However, like those in the other courses in the Data Science Specialization, this course covers a wide range of subjects but tends not to have much depth. When I compare this and other courses in the specialization to other moocs that I have taken including Machine Learning with Andrew Ng and the Stanford Online EdX Course Statistical Learning with Trevor Hastie and Rob Tibshirani, the somewhat cursory treatment of the topics in the Data Science Specialization becomes more noticeable. Perhaps in the interest of "truth in advertising" this course should be called "A Brief Introduction to Practical Machine Learning." In the interest of full disclosure, I should note that I have an undergraduate degree in economics and an MS and PhD in psychology with a quantitative bent. I have had lots of statistics courses, especially those related to ANOVA, MANOVA, nonparametric statistics, correlation and regression methods, and structural equation modeling. The latter is important in psychology because researchers in this field like to measure latent variables. I had been an analyst using SPSS for several decades and the courses in this specialization helped me to migrate to R. Also, there have been may new developments that have become more accessible through R packages (like the fancier tree methods) that were not available when I completed my PhD. Thus these courses (and others such as the ones by Ng and Hastie and Tibshirani) have helped me to keep abreast of these developments. So they are good for me, but I wonder to what degree do the courses in the Data Science Specialization actually make a person a "data scientist?" 2. The quizzes: I think these items are good practice and are at a reasonable level of difficulty. However, these items are the same ones that you have been giving for quite some time, with perhaps a few new ones added. A little googling will lead you to the answers to these quizzes posted online. I recommend that you put a little time and effort into writing all new items. 3. The final project: Again, this project is good practice and seems to be at a reasonable level of difficulty. And again, this is the same project that appears to have been given at the end of numerous iterations of this course. And again, numerous write-ups for this project can be found online. And again, I would recommend that you put a little time and effort into finding a new data set for people to analyze. This would help minimize some of the rampant cheating that I found in this and in other classes in the specialization. On the subject of cheating, when I was doing the peer grading for the courses in the Specialization, I would enter the code of the students that I was grading into the Google search box and all too often I found links to submissions for the project by students who had taken earlier sessions of the class. That is, students were copying these earlier submissions by other students and submitting them as their own. And I don't mean that they were similar: students were copying other people's work line by line, character by character. I found that to be quite irritating and I always reported it to Coursera. Of course, if the instructors would change their assignments once I a while, then this sort of copying would be impossible. As it is, it appears that the good professors put a lot of time and effort into creating what are indeed a worthwhile set of classes. However, after they created the classes, they seem to have pushed the "autopilot" button and gone off to do their day jobs. I would suggest that re-engaging with these courses and reading some of the comments that other students have made would be helpful. Overall, I appreciate the courses in the Data Science Specialization and specifically this course. I know that these class materials took considerable time and efforts to create. I wish the instructors continued success with these classes. | would enter the code of the | Student | that I was grading into the | Negative | -0.66 | 0.5 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | Thank you for inviting me to be a beta tester for Practical Machine Learning. I completed this course at the beginning of October of this year. When I was asked to be a "beta tester" I thought that I would be presented with new materials. However, the only thing that has changed is the look and layout of the Coursera web pages. The video lectures, quizzes, and assignment are the same as they have been for quite some time. Here are some specific comments: 1. The video lectures: To me, these are clear and easy to follow. However, like those in the other courses in the Data Science Specialization, this course covers a wide range of subjects but tends not to have much depth. When I compare this and other courses in the specialization to other moocs that I have taken including Machine Learning with Andrew Ng and the Stanford Online EdX Course Statistical Learning with Trevor Hastie and Rob Tibshirani, the somewhat cursory treatment of the topics in the Data Science Specialization becomes more noticeable. Perhaps in the interest of "truth in advertising" this course should be called "A Brief Introduction to Practical Machine Learning." In the interest of full disclosure, I should note that I have an undergraduate degree in economics and an MS and PhD in psychology with a quantitative bent. I have had lots of statistics courses, especially those related to ANOVA, MANOVA, nonparametric statistics, correlation and regression methods, and structural equation modeling. The latter is important in psychology because researchers in this field like to measure latent variables. I had been an analyst using SPSS for several decades and the courses in this specialization helped me to migrate to R. Also, there have been may new developments that have become more accessible through R packages (like the fancier tree methods) that were not available when I completed my PhD. Thus these courses (and others such as the ones by Ng and Hastie and Tibshirani) have helped me to keep abreast of these developments. So they are good for me, but I wonder to what degree do the courses in the Data Science Specialization actually make a person a "data scientist?" 2. The quizzes: I think these items are good practice and are at a reasonable level of difficulty. However, these items are the same ones that you have been giving for quite some time, with perhaps a few new ones added. A little googling will lead you to the answers to these quizzes posted online. I recommend that you put a little time and effort into writing all new items. 3. The final project: Again, this project is good practice and seems to be at a reasonable level of difficulty. And again, this is the same project that appears to have been given at the end of numerous iterations of this course. And again, numerous write-ups for this project can be found online. And again, I would recommend that you put a little time and effort into finding a new data set for people to analyze. This would help minimize some of the rampant cheating that I found in this and in other classes in the specialization. On the subject of cheating, when I was doing the peer grading for the courses in the Specialization, I would enter the code of the students that I was grading into the Google search box and all too often I found links to submissions for the project by students who had taken earlier sessions of the class. That is, students were copying these earlier submissions by other students and submitting them as their own. And I don't mean that they were similar: students were copying other people's work line by line, character by character. I found that to be quite irritating and I always reported it to Coursera. Of course, if the instructors would change their assignments once I a while, then this sort of copying would be impossible. As it is, it appears that the good professors put a lot of time and effort into creating what are indeed a worthwhile set of classes. However, after they created the classes, they seem to have pushed the "autopilot" button and gone off to do their day jobs. I would suggest that re-engaging with these courses and reading some of the comments that other students have made would be helpful. Overall, I appreciate the courses in the Data Science Specialization and specifically this course. I know that these class materials took considerable time and efforts to create. I wish the instructors continued success with these classes. | to submissions for the project by | Student | who had taken earlier sessions of | Negative | -0.63 | 0.5 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | Thank you for inviting me to be a beta tester for Practical Machine Learning. I completed this course at the beginning of October of this year. When I was asked to be a "beta tester" I thought that I would be presented with new materials. However, the only thing that has changed is the look and layout of the Coursera web pages. The video lectures, quizzes, and assignment are the same as they have been for quite some time. Here are some specific comments: 1. The video lectures: To me, these are clear and easy to follow. However, like those in the other courses in the Data Science Specialization, this course covers a wide range of subjects but tends not to have much depth. When I compare this and other courses in the specialization to other moocs that I have taken including Machine Learning with Andrew Ng and the Stanford Online EdX Course Statistical Learning with Trevor Hastie and Rob Tibshirani, the somewhat cursory treatment of the topics in the Data Science Specialization becomes more noticeable. Perhaps in the interest of "truth in advertising" this course should be called "A Brief Introduction to Practical Machine Learning." In the interest of full disclosure, I should note that I have an undergraduate degree in economics and an MS and PhD in psychology with a quantitative bent. I have had lots of statistics courses, especially those related to ANOVA, MANOVA, nonparametric statistics, correlation and regression methods, and structural equation modeling. The latter is important in psychology because researchers in this field like to measure latent variables. I had been an analyst using SPSS for several decades and the courses in this specialization helped me to migrate to R. Also, there have been may new developments that have become more accessible through R packages (like the fancier tree methods) that were not available when I completed my PhD. Thus these courses (and others such as the ones by Ng and Hastie and Tibshirani) have helped me to keep abreast of these developments. So they are good for me, but I wonder to what degree do the courses in the Data Science Specialization actually make a person a "data scientist?" 2. The quizzes: I think these items are good practice and are at a reasonable level of difficulty. However, these items are the same ones that you have been giving for quite some time, with perhaps a few new ones added. A little googling will lead you to the answers to these quizzes posted online. I recommend that you put a little time and effort into writing all new items. 3. The final project: Again, this project is good practice and seems to be at a reasonable level of difficulty. And again, this is the same project that appears to have been given at the end of numerous iterations of this course. And again, numerous write-ups for this project can be found online. And again, I would recommend that you put a little time and effort into finding a new data set for people to analyze. This would help minimize some of the rampant cheating that I found in this and in other classes in the specialization. On the subject of cheating, when I was doing the peer grading for the courses in the Specialization, I would enter the code of the students that I was grading into the Google search box and all too often I found links to submissions for the project by students who had taken earlier sessions of the class. That is, students were copying these earlier submissions by other students and submitting them as their own. And I don't mean that they were similar: students were copying other people's work line by line, character by character. I found that to be quite irritating and I always reported it to Coursera. Of course, if the instructors would change their assignments once I a while, then this sort of copying would be impossible. As it is, it appears that the good professors put a lot of time and effort into creating what are indeed a worthwhile set of classes. However, after they created the classes, they seem to have pushed the "autopilot" button and gone off to do their day jobs. I would suggest that re-engaging with these courses and reading some of the comments that other students have made would be helpful. Overall, I appreciate the courses in the Data Science Specialization and specifically this course. I know that these class materials took considerable time and efforts to create. I wish the instructors continued success with these classes. | sessions of the class. That is, | Student | were copying these earlier submissions by | Negative | -0.84 | 0.5 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | Thank you for inviting me to be a beta tester for Practical Machine Learning. I completed this course at the beginning of October of this year. When I was asked to be a "beta tester" I thought that I would be presented with new materials. However, the only thing that has changed is the look and layout of the Coursera web pages. The video lectures, quizzes, and assignment are the same as they have been for quite some time. Here are some specific comments: 1. The video lectures: To me, these are clear and easy to follow. However, like those in the other courses in the Data Science Specialization, this course covers a wide range of subjects but tends not to have much depth. When I compare this and other courses in the specialization to other moocs that I have taken including Machine Learning with Andrew Ng and the Stanford Online EdX Course Statistical Learning with Trevor Hastie and Rob Tibshirani, the somewhat cursory treatment of the topics in the Data Science Specialization becomes more noticeable. Perhaps in the interest of "truth in advertising" this course should be called "A Brief Introduction to Practical Machine Learning." In the interest of full disclosure, I should note that I have an undergraduate degree in economics and an MS and PhD in psychology with a quantitative bent. I have had lots of statistics courses, especially those related to ANOVA, MANOVA, nonparametric statistics, correlation and regression methods, and structural equation modeling. The latter is important in psychology because researchers in this field like to measure latent variables. I had been an analyst using SPSS for several decades and the courses in this specialization helped me to migrate to R. Also, there have been may new developments that have become more accessible through R packages (like the fancier tree methods) that were not available when I completed my PhD. Thus these courses (and others such as the ones by Ng and Hastie and Tibshirani) have helped me to keep abreast of these developments. So they are good for me, but I wonder to what degree do the courses in the Data Science Specialization actually make a person a "data scientist?" 2. The quizzes: I think these items are good practice and are at a reasonable level of difficulty. However, these items are the same ones that you have been giving for quite some time, with perhaps a few new ones added. A little googling will lead you to the answers to these quizzes posted online. I recommend that you put a little time and effort into writing all new items. 3. The final project: Again, this project is good practice and seems to be at a reasonable level of difficulty. And again, this is the same project that appears to have been given at the end of numerous iterations of this course. And again, numerous write-ups for this project can be found online. And again, I would recommend that you put a little time and effort into finding a new data set for people to analyze. This would help minimize some of the rampant cheating that I found in this and in other classes in the specialization. On the subject of cheating, when I was doing the peer grading for the courses in the Specialization, I would enter the code of the students that I was grading into the Google search box and all too often I found links to submissions for the project by students who had taken earlier sessions of the class. That is, students were copying these earlier submissions by other students and submitting them as their own. And I don't mean that they were similar: students were copying other people's work line by line, character by character. I found that to be quite irritating and I always reported it to Coursera. Of course, if the instructors would change their assignments once I a while, then this sort of copying would be impossible. As it is, it appears that the good professors put a lot of time and effort into creating what are indeed a worthwhile set of classes. However, after they created the classes, they seem to have pushed the "autopilot" button and gone off to do their day jobs. I would suggest that re-engaging with these courses and reading some of the comments that other students have made would be helpful. Overall, I appreciate the courses in the Data Science Specialization and specifically this course. I know that these class materials took considerable time and efforts to create. I wish the instructors continued success with these classes. | don't mean that they were similar: | Student | were copying other people's work line | Negative | -0.96 | 0.5 | 0.83 | 0.98 |
| H02KsW1DEeWXrA6ju0fvnQ | Thank you for inviting me to be a beta tester for Practical Machine Learning. I completed this course at the beginning of October of this year. When I was asked to be a "beta tester" I thought that I would be presented with new materials. However, the only thing that has changed is the look and layout of the Coursera web pages. The video lectures, quizzes, and assignment are the same as they have been for quite some time. Here are some specific comments: 1. The video lectures: To me, these are clear and easy to follow. However, like those in the other courses in the Data Science Specialization, this course covers a wide range of subjects but tends not to have much depth. When I compare this and other courses in the specialization to other moocs that I have taken including Machine Learning with Andrew Ng and the Stanford Online EdX Course Statistical Learning with Trevor Hastie and Rob Tibshirani, the somewhat cursory treatment of the topics in the Data Science Specialization becomes more noticeable. Perhaps in the interest of "truth in advertising" this course should be called "A Brief Introduction to Practical Machine Learning." In the interest of full disclosure, I should note that I have an undergraduate degree in economics and an MS and PhD in psychology with a quantitative bent. I have had lots of statistics courses, especially those related to ANOVA, MANOVA, nonparametric statistics, correlation and regression methods, and structural equation modeling. The latter is important in psychology because researchers in this field like to measure latent variables. I had been an analyst using SPSS for several decades and the courses in this specialization helped me to migrate to R. Also, there have been may new developments that have become more accessible through R packages (like the fancier tree methods) that were not available when I completed my PhD. Thus these courses (and others such as the ones by Ng and Hastie and Tibshirani) have helped me to keep abreast of these developments. So they are good for me, but I wonder to what degree do the courses in the Data Science Specialization actually make a person a "data scientist?" 2. The quizzes: I think these items are good practice and are at a reasonable level of difficulty. However, these items are the same ones that you have been giving for quite some time, with perhaps a few new ones added. A little googling will lead you to the answers to these quizzes posted online. I recommend that you put a little time and effort into writing all new items. 3. The final project: Again, this project is good practice and seems to be at a reasonable level of difficulty. And again, this is the same project that appears to have been given at the end of numerous iterations of this course. And again, numerous write-ups for this project can be found online. And again, I would recommend that you put a little time and effort into finding a new data set for people to analyze. This would help minimize some of the rampant cheating that I found in this and in other classes in the specialization. On the subject of cheating, when I was doing the peer grading for the courses in the Specialization, I would enter the code of the students that I was grading into the Google search box and all too often I found links to submissions for the project by students who had taken earlier sessions of the class. That is, students were copying these earlier submissions by other students and submitting them as their own. And I don't mean that they were similar: students were copying other people's work line by line, character by character. I found that to be quite irritating and I always reported it to Coursera. Of course, if the instructors would change their assignments once I a while, then this sort of copying would be impossible. As it is, it appears that the good professors put a lot of time and effort into creating what are indeed a worthwhile set of classes. However, after they created the classes, they seem to have pushed the "autopilot" button and gone off to do their day jobs. I would suggest that re-engaging with these courses and reading some of the comments that other students have made would be helpful. Overall, I appreciate the courses in the Data Science Specialization and specifically this course. I know that these class materials took considerable time and efforts to create. I wish the instructors continued success with these classes. | some of the comments that other | Student | have made would be helpful. Overall, | Negative | -0.77 | 0.5 | 0.83 | 0.98 |
| hESqA3EhEeWIfhKr_WcYsQ | Easy to understand overview of basic GIS concepts and how to apply them in ArcGIS. The short videos fit into a busy day and can be slipped in between work and home life. Forums are easily accessible with helpful input from the instructor as well as experienced students. Highly recommended. | the instructor as well as experienced | Student | Highly recommended. | Positive | 1.0 | 1.0 | 0.88 | 1.09 |
| hESqA3EhEeWIfhKr_WcYsQ | I like the class. But It will be most useful if the student can use the same data than the instructor and follow instruction step by step. | will be most useful if the | Student | can use the same data than | Negative | -0.69 | 0.5 | 0.88 | 1.09 |
| hgw1Nkd5EeW8cBKtDAegYw | I do like the course, but Coursera has disabled discussion forums for this course, which makes it impossible for the students to interact and find answers to problems or discuss possible errors in the example code. Student interaction is one of the strongest aspect of MOOCs. Without it, this might as well be nothing more than a series of YouTube videos. Had Coursera not discontinued the discussion forums, I'd have given this course four or five stars. | which makes it impossible for the | Student | to interact and find answers to | Positive | 0.89 | -0.5 | 0.8 | 1.05 |
| hgw1Nkd5EeW8cBKtDAegYw | I do like the course, but Coursera has disabled discussion forums for this course, which makes it impossible for the students to interact and find answers to problems or discuss possible errors in the example code. Student interaction is one of the strongest aspect of MOOCs. Without it, this might as well be nothing more than a series of YouTube videos. Had Coursera not discontinued the discussion forums, I'd have given this course four or five stars. | possible errors in the example code. | Student | interaction is one of the strongest | Positive | 0.81 | -0.5 | 0.8 | 1.05 |
| hgw1Nkd5EeW8cBKtDAegYw | The professor was completely inadequate. Many parts were unsuitable for this course. He has eliminated the useful discussions among students without explanation. | has eliminated the useful discussions among | Student | without explanation. | Negative | -0.9 | -1.0 | 0.8 | 1.05 |
| hgw1Nkd5EeW8cBKtDAegYw | I did not feel that I learned as much in this course as in the previous courses of the series. The assignments in particular seemed trivial, and were compromised even further due to some technical problems with the simulator recommended for students without access to actual hardware. This course would be a good candidate for revision, with a focus on gradually increasing the depth and complexity from stage to stage, and on commonly-used components such as current amplifiers and shift registers. Problems with the simulator should not be cause for compromising the assignments themselves, there are other ways to address those problems, many of which were employed by students as they competed their assignments. | problems with the simulator recommended for | Student | without access to actual hardware. This | Positive | 0.76 | -0.5 | 0.8 | 1.05 |
| hgw1Nkd5EeW8cBKtDAegYw | Course contents are fine. Unfortunately the absence of a course board where students can discuss and eventually receive help from the teacher has an bad influence on the course overall rating | absence of a course board where | Student | can discuss and eventually receive help | Positive | 0.67 | 0.0 | 0.8 | 1.05 |
| hgw1Nkd5EeW8cBKtDAegYw | Excellent and usfull fo a student not familiar with electronics nor programming | Excellent and usfull fo a | Student | not familiar with electronics nor programming | Positive | 0.94 | 1.0 | 0.8 | 1.05 |
| hgw1Nkd5EeW8cBKtDAegYw | Excelent! Clear, with student Interaction a good course | Excelent! Clear, with | Student | Interaction a good course | Positive | 0.72 | 1.0 | 0.8 | 1.05 |
| HITLfhnoEeWjrA6seF25aw | This module gives all the basics needed to understand the required skill set to work as a front end web developer. Each student is responsible for how deep he/she wants to go | a front end web developer. Each | Student | is responsible for how deep he/she | Positive | 0.83 | 1.0 | 0.88 | 1.03 |
| HITLfhnoEeWjrA6seF25aw | Good basic introduction! I appreciate that it looks at both jQuery and javaScript; CSS media queries and Bootstrap, allowing the student to compare the two. | media queries and Bootstrap, allowing the | Student | to compare the two. | Positive | 0.66 | 1.0 | 0.88 | 1.03 |
| HITLfhnoEeWjrA6seF25aw | Not very thorough in my opinion. I would suggest students to finish the web design for everybody course first. It deals with the most important issues of web design such as accessibility, DOM and a lot more CSS in a good depth. This course kind of brushes up the surface and jumps straight to Bootstrap. This would not really be of much help to a beginner. I presume the courses in the rest of the specialization offer a good bit of explanation atleast. This would be a good course for anyone who wants to simply get things done though :) | in my opinion. I would suggest | Student | to finish the web design for | Positive | 0.81 | 0.5 | 0.88 | 1.03 |
| HITLfhnoEeWjrA6seF25aw | Course is really helpful for whom start develop website, however, question set is too small so student can guess its answer in few trial (I don't like it). At the end, I admire your effort in these series and will keep joining the next course. | question set is too small so | Student | can guess its answer in few | Negative | -0.72 | 0.0 | 0.88 | 1.03 |
| HITLfhnoEeWjrA6seF25aw | Exercises should be more tough so that students can read a lot on the web about different thingsthey could do with Javascript. Hands-on experience should be given to be more interactive. | should be more tough so that | Student | can read a lot on the | Negative | -0.66 | 0.0 | 0.88 | 1.03 |
| HITLfhnoEeWjrA6seF25aw | The University of London is amazing. As a person with severe anxiety who is also a full time student I don't have as much time as I would like to focus on these courses but this course was so well compartmentalized and polished that it was a great experience even for me. I really liked how the pace of the assignments is increasing in complexity at a very nice pace. As a person with anxiety peer reviewed assignments can be a very frustrating process people can be petty with peer reviewed assignments I can't convey to them my other learning disabilities. | who is also a full time | Student | I don't have as much time | Positive | 0.94 | 1.0 | 0.88 | 1.03 |
| HITLfhnoEeWjrA6seF25aw | Nice introductory course in responsive web design. It might be a little fast for students with close to none experience with HTML and CSS, however all the examples given were explained very wel. | might be a little fast for | Student | with close to none experience with | Negative | -0.92 | 0.5 | 0.88 | 1.03 |
| HRSOu-BiEeOZpyIACyeXpA | The professor does an outstanding job explaining the various ways in which the fundamental concepts in Calculus including limits, derivatives and integrals, build upon the underlying algebra. I highly recommend this course to both students and educators. | highly recommend this course to both | Student | and educators. | Positive | 1.0 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Excellent professor, induce students' interest | Excellent professor, induce | Student | interest | Positive | 0.81 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | The course is best suited for an Intermediate student. Course is good to have since oit convers the topic from its very basic perspective. For graduates this course is more time consuming and dosnt recommended. Advantages: -very simple descriptions -even a non mathematical background student can easily understand -Proofs in all forms(geometric, analatic, practical) descrition. Disav: -basic are explained and consuming too much time -dosnt going for advanced level -no high level explanations or topics. | is best suited for an Intermediate | Student | Course is good to have since | Positive | 0.71 | 0.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Extremely useful and student friendly! | Extremely useful and | Student | friendly! | Positive | 0.66 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | I am a philology major student, and I can say that this course made me fall in love with mathematics from the very first lesson. It is easy to follow, the explanations are very clear, and the tests are doable even for those who have not solved a single maths problem in years (in this case one will probably need to refresh some basic things, but it will not take long, because many of the school basics are also explained in the beginning of the course). Thank you, Professor Fowler, for these wonderful 16 weeks of Calculus 1! | I am a philology major | Student | and I can say that this | Negative | -0.91 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Thank you so much for providing students with Calculus course. | Thank you so much for providing | Student | with Calculus course. | Positive | 0.72 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | I enjoyed this class very much. I found the material lucid and well presented. I enjoyed interacting with the other students and mentors in the discussion forum. | I enjoyed interacting with the other | Student | and mentors in the discussion forum. | Positive | 0.96 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Jim Fowler explains the complex concepts of calculus with impeccable clarity, resorting to analogies and graphs to help students grok the gist of each subject, rather than just memorising arid demonstrations (which the course also has, to a reasonable extent) or accept things just because. And on top of that, he's a lot of fun to listen to! | to analogies and graphs to help | Student | grok the gist of each subject, | Positive | 0.82 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | I have officially hit the halfway point of the course and am three weeks ahead of schedule. The last time I took a Calculus class was 17 years ago, during my Senior year of high school. It was the first time I ever got a B in Math, and ruined my love for the subject. Since then, I had all but abandoned my love for the subject because I thought I had a learning deficiency for Calculus. It turns out that my teacher was just sub-par, or leagues below Dr. Fowler. As someone who is strong with numbers, he is the perfect professor to bring out the conceptual learning student in me. The most impressive thing though is how he has delivered rules to me in an almost photographic format. After each lesson, which are all theoretical then provide graphical and numericalnexamples,I do one practice problem with what I absorbed and check the answer. It is normally incorrect, but after reading the correct answer and explanation I fly through the next five. Although I am sure that not having closed book graded quizes and more practice problems may subtract from his classroom course a bit, this is an amazing confidence booster and has propelled me nback on track! | to bring out the conceptual learning | Student | in me. The most impressive thing | Positive | 0.98 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | I feel that this is a great course for all levels of calculus students- those who have just taken up a calc course in high school, those who want to review calculus for higher studies or even those who want to learn calculus because they find it an interesting subject and want to gain more understanding of it. The instructor has put in a good amount of effort to explain not just the topics themselves but also to build up some level of conceptual understanding and insight, without delving too much in depth and keeping his lectures jargon-free. This has ensured that all learners are on the same level and can reap the benifits of learning calculus. Another take away from the coruse is that learners come to appreciate that calculus is both interesting as well as useful, a total contrast to the popular perception that it is confusing, boring and can be learned only rote learning of forumlas. | course for all levels of calculus | Student | those who have just taken up | Positive | 0.73 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | awesome professor and the classes are really helpful , thank you so much .please keep doing it , it means a lot to certain students like me who are actually facing difficulties understanding calculus . | it means a lot to certain | Student | like me who are actually facing | Positive | 0.87 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Superb! A very small but important thing that has grabbed my attention is the energy with which professor teaches. He tends to repeat very important concepts many times so as to make them permanent in the brains of students. 5+ stars. Keep it up. More than impressed. | them permanent in the brains of | Student | 5+ stars. Keep it up. More | Negative | -0.68 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | I absolutely LOVE this course. I've done calculus before and was taking this as a refresher course as I am planning to learn multivariable calculus. I feel like if Dr.Fowler taught the undergrad course in calc while I was in college, I would have enjoyed taking the class so much more. He explains concepts clearly, walks students through calculation steps thoroughly and, most importantly, is an enthusiastic lecturer. This is -- by far-- the best course I've ever taken on Coursera.com and I highly recommend it! | more. He explains concepts clearly, walks | Student | through calculation steps thoroughly and, most | Positive | 0.63 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Covers all the information needed for a basic calculus course. All the videos were understood and it encourages the student to learn and keep learning while enjoying it. One of the best courses I've taken so far. | were understood and it encourages the | Student | to learn and keep learning while | Positive | 0.62 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | There is some good material in this course. The text is fairly good. But I have two main reservations about the course. The first is that the lectures do not always correspond closely enough with the quizzes, and with the text. There are times when one can take a quiz and think, "How exactly does this relate to the lectures I just saw?" The text has quite a few exercises, but there is a tendency to throw in one or two problems whose difficulty is an order of magnitude above everything else in that section, and I find this discouraging and a waste of time. Save those for a later course, or put them into a separate "Extra Challenges" section. Learning calculus is hard enough without trying to grapple without some really tricky trig problem at the same time. as a single example. The second reservation is with the instructor's manner. Many students find it very enjoyable. I am not one of them. Much of the time, he's OK, especially when the camera is not pointed at him. But as the course progresses, much of the footage is of him at his desk, and the closeups become more and more extreme, the hand-waving and fist-clenching approach sheer windmilling, and the exaggerated eye-rolling, grinning and so forth become so distracting that I can't bear to watch. I realize that the goal was to avoid being a dry-as-dust droning professor, and that is commendable, but there is a happy middle ground between that and hamming. I can almost speculate that there was an impulse to add in cartoon sproing-bonk-cuckoo-klaxon sound effects. (There is actually one such sound effect, but just one, so I won't quibble on that.) I would have found the class more effective with a demeanor that was enthusiastic without being histrionic. I'm sure this is one of those "you either love it or hate it" things, and I may be in the minority. The instructor is not generally one to throw out some concept that has not already been learned and then just motor on without explanation. He errs on the side of overly-detailed explanation, which to me is preferable to skipping over subjects or techniques and assuming you know them. Having said all of this, I repeat that there is good material, and you can learn the fundamentals of calculus for free in this course. | is with the instructor's manner. Many | Student | find it very enjoyable. I am | Positive | 0.99 | 0.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Love it. Very in depth and detailed. One of the best for college students I've found. Others go randomly from one topic to the next without showing any real, necessary application. | One of the best for college | Student | I've found. Others go randomly from | Positive | 0.89 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | Not hard even for me, grade 9 students ( in China ). | hard even for me, grade 9 | Student | ( in China ). | Negative | -0.76 | 1.0 | 0.54 | 1.23 |
| HRSOu-BiEeOZpyIACyeXpA | best course i ever had .professor was just perfect nothing could be pleasing than seeing his overly happy face. good luck sir !! we all student really appreciate for your efforts . | luck sir ! ! we all | Student | really appreciate for your efforts . | Positive | 0.75 | 1.0 | 0.54 | 1.23 |
| hwiBZm0vEeWbyw5d8C-Blw | It is powerful and useful, In particularly for students! | powerful and useful, In particularly for | Student | | Positive | 0.94 | 1.0 | 0.96 | 1.09 |
| hwiBZm0vEeWbyw5d8C-Blw | Course feels somewhat abandoned by instructors. Content is okay, but can't help the feeling that it's basically a cash cow - students would benefit a lot if instructors were move involved. | it's basically a cash cow - | Student | would benefit a lot if instructors | Negative | -0.96 | 0.0 | 0.96 | 1.09 |
| hwiBZm0vEeWbyw5d8C-Blw | Alas, after only 10 minutes of the first video, I am reminded that this instructor does not gear his lectures to the true Beginners among us. He speaks much more for an audience of grad students. I do want to complete this Specialization, so I will try again perhaps after learning more - about statistics and R and who knows what else. I fought my way through the first three courses, but now I'm going to work smarter by finding other ways to acquire this knowledge. Then return to him; maybe. This course should be labelled Intermediate and Statistics should be listed as a prerequisite. (I think; since I don't know what it is that I don't know, I am making a guess as to the missing piece of the puzzle.) | more for an audience of grad | Student | I do want to complete this | Negative | -0.86 | -0.5 | 0.96 | 1.09 |
| hwiBZm0vEeWbyw5d8C-Blw | A worthwhile course that breaks down methods for doing initial data analysis to get a rough feel of the data. It provides enough useful information about the 3 plotting systems in R and how they differ to allow the student to do sufficient exploration on his or her own. | how they differ to allow the | Student | to do sufficient exploration on his | Negative | -0.63 | 1.0 | 0.96 | 1.09 |
| I82JCSWXEeWtRg6boA3D-Q | A decent course, but flawed by student reviewers with subjective opinions. | A decent course, but flawed by | Student | reviewers with subjective opinions. | Negative | -0.86 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | Very rewarding, with easy to understand but comprehensive lectures and optional exercises that can be done with each sub-section of the lecture. These exercises were interesting, relevant and challenging. It was also educational to do the peer reviews and see how other students approached the assignments. The instructions for assignments perhaps could be broken into bullet points, as sometimes they were perhaps not fully understood on the optional exercises. Some guidelines to help give more substantial or constructive feedback (beyond "This met the assignment criteria" or "I liked #3") could be helpful. I'm very glad I did this course, and I was thoroughly engrossed in the exercises. It was sad when the course ended. :-) | peer reviews and see how other | Student | approached the assignments. The instructions for | Negative | -0.64 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | Very good visual material accompanied by excellent written supplement that allowed us to follow the recorded portion of the course. Interesting exercises and great methodology that allow students to review and provide feedback to others. | exercises and great methodology that allow | Student | to review and provide feedback to | Positive | 0.75 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | Very good course for new learners and of course for old students. I personally recommend it to those who want to learn graphic designing. | learners and of course for old | Student | I personally recommend it to those | Positive | 1.0 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | There was just the right balance of instruction and hands-on assignments that let me explore my creative side. The only problem is that if you are paying for this class, your grade depends on reviews by other students. | grade depends on reviews by other | Student | | Negative | -0.8 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | I enjoyed the course a lot! The information was well-structured and clear. There was great emphasis on practice that helped to understand the given material on a deeper level. Receiving feedback from students and analyzing the works of others was also wery helpful. | a deeper level. Receiving feedback from | Student | and analyzing the works of others | Positive | 0.94 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | I really liked the course, the content and flow of information not being too saturated, helps students to not lose interest on the course. | information not being too saturated, helps | Student | to not lose interest on the | Positive | 0.73 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | The materials and knowledge of the fundamentals from this course are helpful. However, the assignments and peer grading threw me off. I did not like the fact that your grade depended on students' review of your assignments. It is all subjective. Good course materials, poor grading system. | fact that your grade depended on | Student | review of your assignments. It is | Negative | -0.83 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | This course does go over some of the basics of graphic design, but I expected it to be a lot more rigorous. The assignments are incredibly simple, and I think that there should be no optional assignments in the class. The reason I'm taking this class is because I have a hard time motivating myself to learn on my own, so I need something that will really push me. I only spent about an hour a week completing this course, and I believe that you can't learn something by only spending an hour a week on it. Also what's the point of having mentors if they don't engage with you? I know I could have contacted them if I had a question, but I didn't because it was so easy. I wouldn't mind getting feedback from a professional graphic designer though if they're available. Also seeing how many students misinterpret the assignments, it makes me nervous that they are the ones grading mine. | they're available. Also seeing how many | Student | misinterpret the assignments, it makes me | Positive | 0.69 | -0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | I loved the course, although I think the instructions for various briefs should be more precise and/or someone should be available to clarify the instructions and answer any questions from students (regarding the briefs). | instructions and answer any questions from | Student | (regarding the briefs). | Negative | -0.66 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | Information was very good and presented in a clear and intriguing manner. I do wish the professors or someone could give some oversight. Some students were nice, but some were very nasty to each other. Ironically, the people with the worst work were the nastiest. | someone could give some oversight. Some | Student | were nice, but some were very | Negative | -0.98 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | An excellent introduction to graphic design. The videos were useful to clearly show the concepts. There were a number of assignments, many of them optional, which allowed you to practice and integrate the learnings. All material was taught at a level that made it accessible to a true novice. My only hesitation on giving this course 5 stars was the lack of any presence of teachers/tutors in the course discussions. There was a lot of questions about the final marked assignment, with many posts on the discussion boards. There was no response from anyone other than the participants in the course. The issue was not clarified and students were left to interpret (and peer review based on that intrepretation) the instructions on their own. | The issue was not clarified and | Student | were left to interpret (and peer | Negative | -0.79 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | ok, i'm probably not the average student here cause i am old,... saying that i have a fine art qualification and 25 years of 'almost there' design experience to have a point of view. 'almost' being the important part of it... what this module gives you is a very firm understanding of how design works these days. the main lecturer is really good at what he does, and that's probably the most important part of any teacher-student situation. For personal reasons i committed a bit too much on this course, and i am glad to say that whether you feel like devoting 8 hours a week for it or 28 as i did, there is stuff for you to learn. although i already knew pretty much 70% of the material, having the concepts reestablished by this teacher in such structured manner really helped me out. If we're to get sentimental, i can honestly say that i feel this module was the best thing i did this past month, cause through fine art i have been designing for the past 25 years, but this gave me the STRUCTURE to think of DESIGN in relevant terms. awesome.- do it! btw.,i've tried to be as honest as i can possibly be here, hope it helps. if it was crap i would say it's crap. but this one isn't. and of course it's up to you to fully exploit this wonderful possibility. | ok, i'm probably not the average | Student | here cause i am old, . | Positive | 0.81 | 1.0 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | The course was very interesting, hands on orientated and it offered me a lot of useful information. I have really enjoyed it! It was also a good motivation to practice graphic design more often, explore the realms of shapes, colours, typography etc. I was really grateful for the peer reviews, but I missed a bit more professional approach sometimes, for instance comments like "I like it" or "It is not that bad" does not tell me much about my work. So in these cases some feedback from someone who already is a graphic designer and knows much more about it than us, students, starting with the graphic design, would be more than welcome. I also missed advices on where to find out more on a particular topic. Overall, taking this course was a very positive experience and would recommend it to anyone who is interested in graphic design. | much more about it than us, | Student | starting with the graphic design, would | Positive | 0.67 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | Course is pretty good as a starting point. Makes you start thinking on different lines and gives a good introduction about the various aspects involved. Getting reviews from other students also helped a lot. So overall, i quite enjoyed the course. Thumbs Up!! :) | aspects involved. Getting reviews from other | Student | also helped a lot. So overall, | Positive | 0.63 | 0.5 | 0.86 | 1.07 |
| I82JCSWXEeWtRg6boA3D-Q | The course introduces you to the vital basics of graphic design. Sometimes the information provided is not enough for me as a practicing designer, but I guess it would be OK for beginners. Maybe the main thing about the course is that it constantly encourages students to do a lot of design, and it's definitely inspiring. | course is that it constantly encourages | Student | to do a lot of design, | Negative | -0.67 | 0.5 | 0.86 | 1.07 |
| Ijr8rurHEeSb-yIACwuKNg | great course! Unlike other courses, this one really helps the student make a deeper understanding of chemistry and the conceptes that built the science! | courses, this one really helps the | Student | make a deeper understanding of chemistry | Positive | 0.99 | 0.5 | 0.93 | 1.01 |
| Ijr8rurHEeSb-yIACwuKNg | Course information is delivered in a new and exciting format. The first half of the course builds up base Chemistry ideals and Laws. The second half takes the student to places they never thought they would end up. Be sure to brush up on your College Algebra before taking. Overall a fun and challenging experience! | Laws. The second half takes the | Student | to places they never thought they | Negative | -0.87 | 0.5 | 0.93 | 1.01 |
| iN8yoSWdEeWCGRL6mLoB5w | The course is delivered in a simple manner, easy to follow and with clear instructions. I'm not sure how much a peer review is a valuable contribution once most of the students don't really know how to criticize properly the peer's assignment, either always giving the full mark or evaluating according to its personal ideas and not necessary what the exercises called for. Anyway, it's still a very valuable alternative to formal education, specially if the student is committed enough. | valuable contribution once most of the | Student | don't really know how to criticize | Negative | -0.97 | 1.0 | 0.91 | 1.1 |
| iN8yoSWdEeWCGRL6mLoB5w | The course is delivered in a simple manner, easy to follow and with clear instructions. I'm not sure how much a peer review is a valuable contribution once most of the students don't really know how to criticize properly the peer's assignment, either always giving the full mark or evaluating according to its personal ideas and not necessary what the exercises called for. Anyway, it's still a very valuable alternative to formal education, specially if the student is committed enough. | to formal education, specially if the | Student | is committed enough. | Positive | 0.66 | 1.0 | 0.91 | 1.1 |
| iN8yoSWdEeWCGRL6mLoB5w | This course gave a great opportunity to explore one's creativity, with assignments that didn't require us to have skills in particular types of graphic expression. However, I also found that it didn't give me the richness of principles and techniques that I've found in other courses in this sequence. I expect that, for an in-person course, this instructor gives individualized feedback that provides that content. In a peer review situation, the feedback is quite general and so doesn't take up the slack from the lectures. I suggest that Coursera work with the instructor to retain the current content, but produce much richer lectures that have concepts and principles which students can put into practice even after the course ends. | that have concepts and principles which | Student | can put into practice even after | Negative | -0.67 | 0.0 | 0.91 | 1.1 |
| iN8yoSWdEeWCGRL6mLoB5w | Very practical, great exercise, easy to understand and follow through, the student doesn’t need major computer programs or high quality technology in order to complete each assignment. The design of each assignment is made to use your imaginations, hands on tools and materials. Love the videos, clear, to the point beautiful made. Lots of room to work and do something quite good and unique if the student want! I am really having fun! Thank you! | quite good and unique if the | Student | want! I am really having fun! | Positive | 0.9 | 1.0 | 0.91 | 1.1 |
| iQZflcZ7EeOoFhIxOQQuEA | I'm not mother. I'm still a college student but, the course gave me a lot of tools to improve the quality and take care of the cooking at my home. I decided to take this course because of my dad, who has a heart disease. Thank you so much. | not mother. I'm still a college | Student | but, the course gave me a | Negative | -0.67 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | Fantastic crash course and feeding your family. It educates and simplifies. I recommend it for everyone.... including college students! | everyone. . . . including college | Student | | Negative | -0.91 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | A lot of this stuff is basic and common knowledge among my own social circle. The reason I kept watching is because of the teacher's exceptional diagrams that beautifully explain complex topics in a simple way. As a teacher trying to introduce my own students to sustainable living, the instructor's style has given me so many ideas on how to communicate these concepts to my own students. Thanks so much for your hard work! I will take your other class and hope to see others from you in the future, hopefully something about GMO's or food access in areas of strife and the long term effects on child development in those areas. | communicate these concepts to my own | Student | Thanks so much for your hard | Positive | 0.63 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | This course should be mandated for high school students. Awasome ! | should be mandated for high school | Student | Awasome ! | Negative | -0.78 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | My favorite parts from my course are when Mum Adams talks with us from her kitchen. It makes me feel like we are the kitchen together talking mom to mom. She is imparting helpful tips and tricks to be a good mom. The student was not as good at imparting that feeling of closeness. | to be a good mom. The | Student | was not as good at imparting | Negative | -0.84 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | Fantastically simple and informative. Been putting it into practice over the past few months with students in my classroom to get them more engaged in cooking and eating. | over the past few months with | Student | in my classroom to get them | Positive | 0.69 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | It`s a very informative course as well as providing students with practical cooking demostrations. It is mainly focused on children but all the family benefits from healthy meals and habits,Highly recommend | informative course as well as providing | Student | with practical cooking demostrations. It is | Positive | 0.99 | 1.0 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | This course refreshed my knowledge, and I also learned many new aspects on nutrition for children. This course is useful for me who is a new mom and preparing to go back to work soon. The summary and graph are vivid and fun, which help the students remember the concepts easily. Thank you for offering the course. | vivid and fun, which help the | Student | remember the concepts easily. Thank you | Positive | 0.98 | 0.5 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | As a college student I really appreciate how many of the tips shared are simple and can be implemented on a day to day basis. A lot the recipes and ideas shared do not require really fancy equipment or ingredients I've never heard of, are super expensive, or hard to find. The instructor truly cares about students leaning how to cook for themselves and eat healthier and provides information to do so without judgement. Her passion is clear and I love how she promotes little steps and not some drastic change that can eat up all of your energy and focus to implement. Thank you!!!! | As a college | Student | I really appreciate how many of | Positive | 0.67 | 0.5 | 0.8 | 1.19 |
| iQZflcZ7EeOoFhIxOQQuEA | I found it very accessible. I am a student in Nutrition and this course allowed me to understand other areas that my current course does not provide. Thanks! | it very accessible. I am a | Student | in Nutrition and this course allowed | Positive | 0.84 | 1.0 | 0.8 | 1.19 |
| iRBJm_LREeSplSIACzYDNg | This introductory course was amazing. It exceeded all my expectations about it. The course is developed for a smooth growth of knowledge through the weeks. The videos and the interactive material helps the student to learn more easily. | and the interactive material helps the | Student | to learn more easily. | Positive | 0.79 | 1.0 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | I like this coruse and I hope to allow downloading the lessons "PDF" for the students to get more benefits and to save these lessons as References | the lessons " PDF" for the | Student | to get more benefits and to | Positive | 0.86 | 0.5 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | An excellent introductory course for students looking to start project management as a career. | An excellent introductory course for | Student | looking to start project management as | Positive | 0.81 | 1.0 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | The flash tutorials are helpful. Instructor quality is low, production quality of instructor videos is low. Not on par with the University of Virginia project management course. Pace of course is also extremely slow, though it may be appropriate for novice students. That should be made clear up-front in the course description. | it may be appropriate for novice | Student | That should be made clear up-front | Positive | 0.86 | -0.5 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | Really nice but a little complex for people who just want to learn the basics. This would be very helpful for current college students as the course includes optional readings that are very informative and helpful for a deeper understanding. | be very helpful for current college | Student | as the course includes optional readings | Negative | -0.73 | 0.0 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | A great way to introduce the students to the initiation of a project | A great way to introduce the | Student | to the initiation of a project | Positive | 1.0 | 0.5 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | Content is very well organized within flash presentation and video lectures that are complementary to one another and also interrelated. The step by step approach really helps students to go through its content smoothly. | step by step approach really helps | Student | to go through its content smoothly. | Positive | 0.93 | 1.0 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | I think it should have a webboard to ask between teacher and student or other students. | webboard to ask between teacher and | Student | or other students. | Negative | -0.73 | 0.5 | 0.76 | 1.11 |
| iRBJm_LREeSplSIACzYDNg | Doing this course 'Initiating and Planning Projects' gives learners, practical skills on Project management based on PMBOK methodology which is framed by PMI based on contributions from experienced professionals in the field. Prof Margaret Meloni is a great teacher. Students will enjoy her crisp, clear and lucid style of communicating ideas. Slides are well designed. Video quality and sound quality is also great. You will encounter lots of good quality reading materials. Quizzes will help you to test your knowledge as you progress. Overall, an excellent course fit for project managers and project team members who work for construction projects. Also good for the aspiring project managers. Thanks to Prof Margaret and UC Irvine for the great course. | Margaret Meloni is a great teacher. | Student | will enjoy her crisp, clear and | Positive | 1.0 | 1.0 | 0.76 | 1.11 |
| iSxVEG07EeW3YxLB1q9I2w | The course is fine, however its more an introduction than a course. The course in itself doesn't teach much, should have been the first week of subsequent courses. I went through all 4 weeks in 1 week, the whole course is mostly about downloading different tools and signing up for accounts. What I didn't like is that the teachers seem to be really concerned about their reputation and workload. Its repeated several times that you shouldn't email the teachers with questions and that online questions should be of a certain standard, its understandable but its a bit patronizing. I think teachers should be available for questions, even if its only through the forum (which they are) Its understandable that there are a lot of students so direct emails might overwhelm but that's just part of the job, we pay for the course, we should also get support when its not working for us. Overall I wouldn't advise taking this course if you aren't taking it as part of the specialization. | that there are a lot of | Student | so direct emails might overwhelm but | Negative | -0.75 | -0.5 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | Does a good job of introducing students to Data Science in general and gets you started with R and github. | Does a good job of introducing | Student | to Data Science in general and | Positive | 0.99 | 1.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | This is a nice course on getting and installing the data scientist's tool box. In the future, this course should be improved with an example of creating files in Git and pushing them to GitHub. Although issues were addressed by peers in the class, going through an example before the course project will very much help future students with no experience. Great course. I highly recommend it! | project will very much help future | Student | with no experience. Great course. I | Positive | 0.66 | 1.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | I found this course to have very useful material and good, clear explanations. My only criticism is that the last of the four weeks has practically no content. There are no lectures and the only assignment is grading the assignments of other students, which at most takes 20 minutes. | is grading the assignments of other | Student | which at most takes 20 minutes. | Negative | -0.89 | 0.5 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | This course is great to start with. It provides overview of what is in the course and how should we as students be prepared to learn the course. | course and how should we as | Student | be prepared to learn the course. | Positive | 0.81 | 0.5 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | The course has been designed in an optimum way so that no strong backround in programming or statistics is required. By the end of the course you will be familiar with the necessary tools (Rstudio, GitHub) for data analysis. Moreover you will have a sound knowledge of the basic concepts in data analysis. It is an excellent way to introduce the student to data analysis. | an excellent way to introduce the | Student | to data analysis. | Positive | 0.95 | 1.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | Insufficient available project available for review and thus unable to pass course due to technicality. This is a major problem. The course should still be passable even in the absence of sufficient other projects to review, which is a problem that no student has any control over. | which is a problem that no | Student | has any control over. | Negative | -0.69 | 0.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | it's well done, i was expecting more details in the lessons while students it's requested to search many things on internet in order to learn, for instance GitBash. However it's a good first course | more details in the lessons while | Student | it's requested to search many things | Positive | 0.69 | 0.5 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | It's a very basic introduction. Would be nice to have the option to skip it for more advanced students. Also the recorded lectures are really quite, so you have to turn up the speaker a lot. | to skip it for more advanced | Student | Also the recorded lectures are really | Negative | -0.91 | 0.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | This course should be a free trial for whole specialisation. IT will be more helpful for students to know what is further stored in the specialisation. | IT will be more helpful for | Student | to know what is further stored | Positive | 0.68 | 0.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | sample,it is fit the first study student. | it is fit the first study | Student | | Positive | 0.8 | 1.0 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | Dry videos. Most classes are someone showing how they do something their way, rather than guiding or teaching with the intent to have the student absorb and re-apply principles. Very difficult for a student to absorb material from this video series | re-apply principles. Very difficult for a | Student | to absorb material from this video | Negative | -0.68 | -0.5 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | I'm doing this training for the second time, now as a beta-tester. Particular comments about lecture content, problems, etc. have been put in every lecture. General comments, in short: 1) Related to the new platform and UI design: _ It is cleaner and simpler than the previous one. I like it, BUT... _ It lacks of some useful features: saving intermediate results in quizzes before submit them; calendar; limited number of subforums. _ The most relevant flaw: there are not downloadable versions of lecture slides. Unacceptable! No way to check most of the links we saw in slides (URLs not visible). _ Description and steps in course project appear "too packed" together. I prefer the former design. 2) Related to content: _ The course is mainly for preparing students for the rest of data science specialization program. When you said "toolbox" you mean the concrete toolbox you will need to do the program. Some people expect to have a general introduction to data science but that is only a half of the content. I think this is clear enough in the presentation but for some reasons there are people in forums who protest the content, so maybe you should insist more in this fact. _ I would like to suggest some kind of reorder of material: week 2 is all about installing a running tools and week 3 about key aspects of data analysis. Maybe you can split both types of content between wk2 and wk3 to make wk2 more appealing for not technical oriented students. _ Git is a source of problems for a good portion of people. See my comments in lectures about how Git is explained. | The course is mainly for preparing | Student | for the rest of data science | Negative | -0.79 | 0.5 | 0.91 | 0.99 |
| iSxVEG07EeW3YxLB1q9I2w | I'm doing this training for the second time, now as a beta-tester. Particular comments about lecture content, problems, etc. have been put in every lecture. General comments, in short: 1) Related to the new platform and UI design: _ It is cleaner and simpler than the previous one. I like it, BUT... _ It lacks of some useful features: saving intermediate results in quizzes before submit them; calendar; limited number of subforums. _ The most relevant flaw: there are not downloadable versions of lecture slides. Unacceptable! No way to check most of the links we saw in slides (URLs not visible). _ Description and steps in course project appear "too packed" together. I prefer the former design. 2) Related to content: _ The course is mainly for preparing students for the rest of data science specialization program. When you said "toolbox" you mean the concrete toolbox you will need to do the program. Some people expect to have a general introduction to data science but that is only a half of the content. I think this is clear enough in the presentation but for some reasons there are people in forums who protest the content, so maybe you should insist more in this fact. _ I would like to suggest some kind of reorder of material: week 2 is all about installing a running tools and week 3 about key aspects of data analysis. Maybe you can split both types of content between wk2 and wk3 to make wk2 more appealing for not technical oriented students. _ Git is a source of problems for a good portion of people. See my comments in lectures about how Git is explained. | more appealing for not technical oriented | Student | _ Git is a source of | Positive | 0.7 | 0.5 | 0.91 | 0.99 |
| It7SNTe-EeWCYBKNeFwojw | I'm enjoying the course, and the instruction is very easy to follow. Five stars for a teacher who not only respects his students but also understands the importance of humor in education. Good job, Yaakov. | teacher who not only respects his | Student | but also understands the importance of | Negative | -0.9 | 1.0 | 0.83 | 1.11 |
| It7SNTe-EeWCYBKNeFwojw | It is a really amazing course. I have completed module 1 in one day only since it is so compelling and the concepts are so well explained that it can lead our understanding to research level. I am really excited to complete other modules as fast. I truly appreciate the creator of this course and his contribution for students like me. | this course and his contribution for | Student | like me. | Positive | 0.76 | 1.0 | 0.83 | 1.11 |
| jHCTx1u-EeWylgpjfV1KVQ | This course definitely requires prerequisite knowledge of calculus and matrix math. There is also very little in the way of practical application. The MatLab work is interesting but barely explained. The assignments were nearly impossible without help from other students. Understanding which equations that were shown in the lecture (not necessarily explained) were useful in completing the assignments was not apparent and there was no help from the TAs. I don't think the assignments were irrelevant but without having a background in academic engineering the course needs to walk through similar exercises with explanations to increase understanding and ability to complete the course. While I don't think this course was well presented and I can't say I truly learned anything I am glad I was exposed to the material and I will continue with the Specialization. | nearly impossible without help from other | Student | Understanding which equations that were shown | Positive | 0.68 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | I Learned a lot! Great team - teacher and supporting students. The lessons from the last week take a big jump in the subject, but is still feasible. Best regards. | Great team - teacher and supporting | Student | The lessons from the last week | Positive | 1.0 | 1.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | A tough score, which I have mixed feelings about as there was good stuff in here too. The course material is interesting and moves at a robust pace and I do think they have made an effort despite the fact that much of it appears lifted from one PhD student's dissertation. Realistically I would not recommend this course if you don't have a STEM Bachelor's degree and you will likely find it painful if you have been away from your degree more than three years. None of this is bad, although the material would have benefitted by being spread out by perhaps two more weeks as realistically people who have been in the workplace a long time may need more time, and have less time per week with family commitments. Unfortunately there are a number of areas that need work: 1 - Inconsistencies and errors in the material. Certain unexplained suffixes in equations and worse, changes in the suffixes without indication that they changed or what they are. I don't feel that this was particularly widespread but it did result in some loss of confidence in the course and time being wasted "interpreting" 2 - Tests throughout the course that often provide the relatively limited feedback of "correct well done" or worse I'm sorry to say, the relatively useless feedback "sorry that is not correct", without ANY explanation of why it was correct or more importantly what an incorrect answer should have been and why. I can understand that this will hopefully drive students should do more research, but if they hit a wall, realistically they're going to keep iterating on the answers until you pass and learn nothing because of the time pressure to complete by the end of the week. I wonder if there is a better mechanism that can be used here 3 - TA Support - The lack of TA support coupled with some concern about a history of errors led the students to believe that there was an error in week 3. For 10 days students went back and forth debating which one of the two equations that were supposedly doing the same thing but with missing terms were correct. NOT ONCE did a TA wake up and step in. In the end one of the students flagged the video as "inappropriate" to wake the UPenn organization up. The TA then stepped in and said (I paraphrase) "oh, we just dropped those terms because they're not so important, but we didn't mention that..." If you are not going to adequately support the students, the material had better be bullet-proof and show some linear thinking 4 - The last exam. Keep in mind if you do this course, you had better be comfortable with calculus, linear algebra, vector math/mechanics and it would be helpful to have a head start in Matlab. That said, the last question in the last exam, was an order of magnitude more challenging than everything else set and almost felt like a "shake out" question. I passed the course and had a good understanding of the material, but I suspect that the folks that did, made it through that last question in multiple random fashions. The material itself is relatively academic and the trajectory topic was definitely so. Unfortunately the one example (jerk trajectory) provided appears to have left a lot of students feeling very unsupported based on feedback I saw, and would probably benefit from having an example more fully worked through. As for the final exam, it would be highly desirable for UPenn to provide insight into how they would have solved the last part of the last question as my concern is that there is a whole contingent of people who did this course who didn't come away with as good a grounding on trajectories as they may believe they have | it appears lifted from one PhD | Student | dissertation. Realistically I would not recommend | Negative | -1.0 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | A tough score, which I have mixed feelings about as there was good stuff in here too. The course material is interesting and moves at a robust pace and I do think they have made an effort despite the fact that much of it appears lifted from one PhD student's dissertation. Realistically I would not recommend this course if you don't have a STEM Bachelor's degree and you will likely find it painful if you have been away from your degree more than three years. None of this is bad, although the material would have benefitted by being spread out by perhaps two more weeks as realistically people who have been in the workplace a long time may need more time, and have less time per week with family commitments. Unfortunately there are a number of areas that need work: 1 - Inconsistencies and errors in the material. Certain unexplained suffixes in equations and worse, changes in the suffixes without indication that they changed or what they are. I don't feel that this was particularly widespread but it did result in some loss of confidence in the course and time being wasted "interpreting" 2 - Tests throughout the course that often provide the relatively limited feedback of "correct well done" or worse I'm sorry to say, the relatively useless feedback "sorry that is not correct", without ANY explanation of why it was correct or more importantly what an incorrect answer should have been and why. I can understand that this will hopefully drive students should do more research, but if they hit a wall, realistically they're going to keep iterating on the answers until you pass and learn nothing because of the time pressure to complete by the end of the week. I wonder if there is a better mechanism that can be used here 3 - TA Support - The lack of TA support coupled with some concern about a history of errors led the students to believe that there was an error in week 3. For 10 days students went back and forth debating which one of the two equations that were supposedly doing the same thing but with missing terms were correct. NOT ONCE did a TA wake up and step in. In the end one of the students flagged the video as "inappropriate" to wake the UPenn organization up. The TA then stepped in and said (I paraphrase) "oh, we just dropped those terms because they're not so important, but we didn't mention that..." If you are not going to adequately support the students, the material had better be bullet-proof and show some linear thinking 4 - The last exam. Keep in mind if you do this course, you had better be comfortable with calculus, linear algebra, vector math/mechanics and it would be helpful to have a head start in Matlab. That said, the last question in the last exam, was an order of magnitude more challenging than everything else set and almost felt like a "shake out" question. I passed the course and had a good understanding of the material, but I suspect that the folks that did, made it through that last question in multiple random fashions. The material itself is relatively academic and the trajectory topic was definitely so. Unfortunately the one example (jerk trajectory) provided appears to have left a lot of students feeling very unsupported based on feedback I saw, and would probably benefit from having an example more fully worked through. As for the final exam, it would be highly desirable for UPenn to provide insight into how they would have solved the last part of the last question as my concern is that there is a whole contingent of people who did this course who didn't come away with as good a grounding on trajectories as they may believe they have | understand that this will hopefully drive | Student | should do more research, but if | Negative | -0.73 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | A tough score, which I have mixed feelings about as there was good stuff in here too. The course material is interesting and moves at a robust pace and I do think they have made an effort despite the fact that much of it appears lifted from one PhD student's dissertation. Realistically I would not recommend this course if you don't have a STEM Bachelor's degree and you will likely find it painful if you have been away from your degree more than three years. None of this is bad, although the material would have benefitted by being spread out by perhaps two more weeks as realistically people who have been in the workplace a long time may need more time, and have less time per week with family commitments. Unfortunately there are a number of areas that need work: 1 - Inconsistencies and errors in the material. Certain unexplained suffixes in equations and worse, changes in the suffixes without indication that they changed or what they are. I don't feel that this was particularly widespread but it did result in some loss of confidence in the course and time being wasted "interpreting" 2 - Tests throughout the course that often provide the relatively limited feedback of "correct well done" or worse I'm sorry to say, the relatively useless feedback "sorry that is not correct", without ANY explanation of why it was correct or more importantly what an incorrect answer should have been and why. I can understand that this will hopefully drive students should do more research, but if they hit a wall, realistically they're going to keep iterating on the answers until you pass and learn nothing because of the time pressure to complete by the end of the week. I wonder if there is a better mechanism that can be used here 3 - TA Support - The lack of TA support coupled with some concern about a history of errors led the students to believe that there was an error in week 3. For 10 days students went back and forth debating which one of the two equations that were supposedly doing the same thing but with missing terms were correct. NOT ONCE did a TA wake up and step in. In the end one of the students flagged the video as "inappropriate" to wake the UPenn organization up. The TA then stepped in and said (I paraphrase) "oh, we just dropped those terms because they're not so important, but we didn't mention that..." If you are not going to adequately support the students, the material had better be bullet-proof and show some linear thinking 4 - The last exam. Keep in mind if you do this course, you had better be comfortable with calculus, linear algebra, vector math/mechanics and it would be helpful to have a head start in Matlab. That said, the last question in the last exam, was an order of magnitude more challenging than everything else set and almost felt like a "shake out" question. I passed the course and had a good understanding of the material, but I suspect that the folks that did, made it through that last question in multiple random fashions. The material itself is relatively academic and the trajectory topic was definitely so. Unfortunately the one example (jerk trajectory) provided appears to have left a lot of students feeling very unsupported based on feedback I saw, and would probably benefit from having an example more fully worked through. As for the final exam, it would be highly desirable for UPenn to provide insight into how they would have solved the last part of the last question as my concern is that there is a whole contingent of people who did this course who didn't come away with as good a grounding on trajectories as they may believe they have | a history of errors led the | Student | to believe that there was an | Negative | -0.96 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | A tough score, which I have mixed feelings about as there was good stuff in here too. The course material is interesting and moves at a robust pace and I do think they have made an effort despite the fact that much of it appears lifted from one PhD student's dissertation. Realistically I would not recommend this course if you don't have a STEM Bachelor's degree and you will likely find it painful if you have been away from your degree more than three years. None of this is bad, although the material would have benefitted by being spread out by perhaps two more weeks as realistically people who have been in the workplace a long time may need more time, and have less time per week with family commitments. Unfortunately there are a number of areas that need work: 1 - Inconsistencies and errors in the material. Certain unexplained suffixes in equations and worse, changes in the suffixes without indication that they changed or what they are. I don't feel that this was particularly widespread but it did result in some loss of confidence in the course and time being wasted "interpreting" 2 - Tests throughout the course that often provide the relatively limited feedback of "correct well done" or worse I'm sorry to say, the relatively useless feedback "sorry that is not correct", without ANY explanation of why it was correct or more importantly what an incorrect answer should have been and why. I can understand that this will hopefully drive students should do more research, but if they hit a wall, realistically they're going to keep iterating on the answers until you pass and learn nothing because of the time pressure to complete by the end of the week. I wonder if there is a better mechanism that can be used here 3 - TA Support - The lack of TA support coupled with some concern about a history of errors led the students to believe that there was an error in week 3. For 10 days students went back and forth debating which one of the two equations that were supposedly doing the same thing but with missing terms were correct. NOT ONCE did a TA wake up and step in. In the end one of the students flagged the video as "inappropriate" to wake the UPenn organization up. The TA then stepped in and said (I paraphrase) "oh, we just dropped those terms because they're not so important, but we didn't mention that..." If you are not going to adequately support the students, the material had better be bullet-proof and show some linear thinking 4 - The last exam. Keep in mind if you do this course, you had better be comfortable with calculus, linear algebra, vector math/mechanics and it would be helpful to have a head start in Matlab. That said, the last question in the last exam, was an order of magnitude more challenging than everything else set and almost felt like a "shake out" question. I passed the course and had a good understanding of the material, but I suspect that the folks that did, made it through that last question in multiple random fashions. The material itself is relatively academic and the trajectory topic was definitely so. Unfortunately the one example (jerk trajectory) provided appears to have left a lot of students feeling very unsupported based on feedback I saw, and would probably benefit from having an example more fully worked through. As for the final exam, it would be highly desirable for UPenn to provide insight into how they would have solved the last part of the last question as my concern is that there is a whole contingent of people who did this course who didn't come away with as good a grounding on trajectories as they may believe they have | in week 3. For 10 days | Student | went back and forth debating which | Negative | -0.73 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | A tough score, which I have mixed feelings about as there was good stuff in here too. The course material is interesting and moves at a robust pace and I do think they have made an effort despite the fact that much of it appears lifted from one PhD student's dissertation. Realistically I would not recommend this course if you don't have a STEM Bachelor's degree and you will likely find it painful if you have been away from your degree more than three years. None of this is bad, although the material would have benefitted by being spread out by perhaps two more weeks as realistically people who have been in the workplace a long time may need more time, and have less time per week with family commitments. Unfortunately there are a number of areas that need work: 1 - Inconsistencies and errors in the material. Certain unexplained suffixes in equations and worse, changes in the suffixes without indication that they changed or what they are. I don't feel that this was particularly widespread but it did result in some loss of confidence in the course and time being wasted "interpreting" 2 - Tests throughout the course that often provide the relatively limited feedback of "correct well done" or worse I'm sorry to say, the relatively useless feedback "sorry that is not correct", without ANY explanation of why it was correct or more importantly what an incorrect answer should have been and why. I can understand that this will hopefully drive students should do more research, but if they hit a wall, realistically they're going to keep iterating on the answers until you pass and learn nothing because of the time pressure to complete by the end of the week. I wonder if there is a better mechanism that can be used here 3 - TA Support - The lack of TA support coupled with some concern about a history of errors led the students to believe that there was an error in week 3. For 10 days students went back and forth debating which one of the two equations that were supposedly doing the same thing but with missing terms were correct. NOT ONCE did a TA wake up and step in. In the end one of the students flagged the video as "inappropriate" to wake the UPenn organization up. The TA then stepped in and said (I paraphrase) "oh, we just dropped those terms because they're not so important, but we didn't mention that..." If you are not going to adequately support the students, the material had better be bullet-proof and show some linear thinking 4 - The last exam. Keep in mind if you do this course, you had better be comfortable with calculus, linear algebra, vector math/mechanics and it would be helpful to have a head start in Matlab. That said, the last question in the last exam, was an order of magnitude more challenging than everything else set and almost felt like a "shake out" question. I passed the course and had a good understanding of the material, but I suspect that the folks that did, made it through that last question in multiple random fashions. The material itself is relatively academic and the trajectory topic was definitely so. Unfortunately the one example (jerk trajectory) provided appears to have left a lot of students feeling very unsupported based on feedback I saw, and would probably benefit from having an example more fully worked through. As for the final exam, it would be highly desirable for UPenn to provide insight into how they would have solved the last part of the last question as my concern is that there is a whole contingent of people who did this course who didn't come away with as good a grounding on trajectories as they may believe they have | not going to adequately support the | Student | the material had better be bullet-proof | Negative | -0.97 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | My feeling is that the course creator(s) did not fully prepare and scope of the course materials (i.e., lectures, supporting artifacts, assignments) required for the available time alloted to each week's topic. No syllubus or suggested reading material was available until the course started, which leaves little time to decide on the value of the course or to acquire the reading materials. The lectures glossed over topics that where only minimally supported by brief supplementary lectures provided by the teaching assistants. At the start of the course the lectures and sparse supporting material were only available in video format; not very conducive for detailed review. The student population had to beg for electronic copies of the materials, which became available around the end of the second week of the four week session. The assignments say they require 3 hours, but I would venture to say that most students have spent way more than 3 hours on the assignments just in researching solutions let alone debugging supplied software along with their portion of the assignment. In summary, the topics were interesting however the organization and supporting materials were lacking making for an unsatisfying learning experience. | very conducive for detailed review. The | Student | population had to beg for electronic | Negative | -0.67 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | My feeling is that the course creator(s) did not fully prepare and scope of the course materials (i.e., lectures, supporting artifacts, assignments) required for the available time alloted to each week's topic. No syllubus or suggested reading material was available until the course started, which leaves little time to decide on the value of the course or to acquire the reading materials. The lectures glossed over topics that where only minimally supported by brief supplementary lectures provided by the teaching assistants. At the start of the course the lectures and sparse supporting material were only available in video format; not very conducive for detailed review. The student population had to beg for electronic copies of the materials, which became available around the end of the second week of the four week session. The assignments say they require 3 hours, but I would venture to say that most students have spent way more than 3 hours on the assignments just in researching solutions let alone debugging supplied software along with their portion of the assignment. In summary, the topics were interesting however the organization and supporting materials were lacking making for an unsatisfying learning experience. | would venture to say that most | Student | have spent way more than 3 | Negative | -0.82 | -0.5 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | So close but yet so far ... Course concepts are interesting and the programming assignments are fun but the presentation can be greatly improved. Criticisms include: (i) The course isn't self contained. Physical concepts like 'resultant moment', 'inertial and body-fixed frame' and 'torque' are used without definition. Mechanics is not listed as a prerequisite but it should be. (ii) Lectures are very mathematical but proofs, intuition and good problem sets are all missing. Listening to a math lecture without doing challenging problems or deriving mathematical results to build intuition can be a waste of time. Check out John Cochrane's Asset Pricing 1 and 2 or Tim Roughgarden's Algo 1 and 2 for great examples of thoughtful problem sets and intuitive derivations. (iii) Way too much powerpoint! Speed reading a static powerpoint slide overloaded with dense mathematical formulas without using pointers or animations to focus the students attention is a recipe for confusion and frustration. I find hand written derivations, even when the handwriting is a little sloppy, much easier to follow than a static page of formulas plus a sound track. Hand written derivations impose a natural pace and focal point to the content. Check out Gilbert Strang's Linear Algebra, Sebastian Thrun's Artificial Intelligence for Robotics and Andrew Ng's Machine Learning for examples of good derivations of mathematically sophisticated material. (iv) The programming assignments while fun were somewhat ad hoc and disconnected from the lecture material, specifically, the main task of every single assignment was to hand tune a pd controller. No systematic approach was ever described for performing this task. | pointers or animations to focus the | Student | attention is a recipe for confusion | Positive | 0.63 | -1.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | the course is ok, but the assignment require a lot of prior knowledge on automation control theory, which can be really difficult to be done. I suggest that they should provide extra material for those students who have only computer science background. | should provide extra material for those | Student | who have only computer science background. | Negative | -0.74 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | Good ,but many complaints regarding PID tuning from students need to be addressed in the upcoming sessions | many complaints regarding PID tuning from | Student | need to be addressed in the | Negative | -0.62 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | Overall good course that would definitely make you spend more time reading and learning on the side. Would recommend it those who have good background in college level math like Linear Algebra and a little bit of Robotics Background from a Math perspective - like working with translations, rotations, transformation matrices of that sort to make the transition easier. (There are basic robotic courses online to help with that, like Peter Corke's course). But overall this course requires some significant effort to explore the material from an external perspective. Some issues however - 1. Lack of added resources like reading material to support the course and help advanced students go beyond the course themselves. 2. Severe lack of activity from TA(s) on the forums. It's good that students get to interact among themselves and learn on their own, but every single post should be either answered by a TA to clarify doubts or they should acknowledge that another student's explanation was good enough to answer a particular question. 3. The in-video quizzes weren't up-to-the-mark as per me. One question asked "why" and the answer was literally "because that's how that algorithm is". 4. This is a trend in MOOCs and I don't think it can be helped, but perhaps more assignments that help understand the concepts better with examples would help students go beyond. If this course had such optional assignments that would be great for understanding the concepts with a more hands-on approach. But this is probably not the best platform to do so. Overall would recommend future iterations of this course, especially if the first two points above are improved upon. | on the forums. It's good that | Student | get to interact among themselves and | Positive | 0.72 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | Overall good course that would definitely make you spend more time reading and learning on the side. Would recommend it those who have good background in college level math like Linear Algebra and a little bit of Robotics Background from a Math perspective - like working with translations, rotations, transformation matrices of that sort to make the transition easier. (There are basic robotic courses online to help with that, like Peter Corke's course). But overall this course requires some significant effort to explore the material from an external perspective. Some issues however - 1. Lack of added resources like reading material to support the course and help advanced students go beyond the course themselves. 2. Severe lack of activity from TA(s) on the forums. It's good that students get to interact among themselves and learn on their own, but every single post should be either answered by a TA to clarify doubts or they should acknowledge that another student's explanation was good enough to answer a particular question. 3. The in-video quizzes weren't up-to-the-mark as per me. One question asked "why" and the answer was literally "because that's how that algorithm is". 4. This is a trend in MOOCs and I don't think it can be helped, but perhaps more assignments that help understand the concepts better with examples would help students go beyond. If this course had such optional assignments that would be great for understanding the concepts with a more hands-on approach. But this is probably not the best platform to do so. Overall would recommend future iterations of this course, especially if the first two points above are improved upon. | or they should acknowledge that another | Student | explanation was good enough to answer | Negative | -0.96 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | Overall good course that would definitely make you spend more time reading and learning on the side. Would recommend it those who have good background in college level math like Linear Algebra and a little bit of Robotics Background from a Math perspective - like working with translations, rotations, transformation matrices of that sort to make the transition easier. (There are basic robotic courses online to help with that, like Peter Corke's course). But overall this course requires some significant effort to explore the material from an external perspective. Some issues however - 1. Lack of added resources like reading material to support the course and help advanced students go beyond the course themselves. 2. Severe lack of activity from TA(s) on the forums. It's good that students get to interact among themselves and learn on their own, but every single post should be either answered by a TA to clarify doubts or they should acknowledge that another student's explanation was good enough to answer a particular question. 3. The in-video quizzes weren't up-to-the-mark as per me. One question asked "why" and the answer was literally "because that's how that algorithm is". 4. This is a trend in MOOCs and I don't think it can be helped, but perhaps more assignments that help understand the concepts better with examples would help students go beyond. If this course had such optional assignments that would be great for understanding the concepts with a more hands-on approach. But this is probably not the best platform to do so. Overall would recommend future iterations of this course, especially if the first two points above are improved upon. | concepts better with examples would help | Student | go beyond. If this course had | Negative | -0.95 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | Includes advanced mathematics, I can only recommend this course to students who have a greater understanding of programming and math. | can only recommend this course to | Student | who have a greater understanding of | Positive | 0.97 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | I truly love the course program and what it covers. And aiding student who can't afford the price by grants is relly nice. Then were students alloweed to download MATLAB freely! But teachers should be clear from the begining, what topics one must grasp before getting one's head into it. I don't think calculus and Linear algebra is enough, given some topics that are spoken about in the course. The teacher can explain mean things and in a second, speaks about totally incomprehensibe subject. Last but not least, I personally think the course lacks on additional materials. It would be really nice if there was something like handouts, pdf readings for deeper understanding of the concepts on offline times. | and what it covers. And aiding | Student | who can't afford the price by | Positive | 0.69 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | I truly love the course program and what it covers. And aiding student who can't afford the price by grants is relly nice. Then were students alloweed to download MATLAB freely! But teachers should be clear from the begining, what topics one must grasp before getting one's head into it. I don't think calculus and Linear algebra is enough, given some topics that are spoken about in the course. The teacher can explain mean things and in a second, speaks about totally incomprehensibe subject. Last but not least, I personally think the course lacks on additional materials. It would be really nice if there was something like handouts, pdf readings for deeper understanding of the concepts on offline times. | grants is relly nice. Then were | Student | alloweed to download MATLAB freely! But | Negative | -0.66 | 0.0 | 0.82 | 0.94 |
| jHCTx1u-EeWylgpjfV1KVQ | So far the best course available online, almost research level. I have never done anything UAV, but I am a researcher for many years. I finish the material within 1 week (not full time). I assume it would be possible for average senior undergraduate student to finish with 4 weeks of intensive study. | be possible for average senior undergraduate | Student | to finish with 4 weeks of | Negative | -0.74 | 1.0 | 0.82 | 0.94 |
| K28H5jJ0EeWgIQ7IEhB31Q | I found that the portion of the class that taught story-telling was painfully over simplified. I learned nothing and felt no challenge whatsoever, in fact, I felt as though I was rehashing information from a 9th grade English class (no hyperbole). The other component of this class was learning how to create documents that you could use to pitch your game to developers. I found this component to be useful, but it could have easily been compressed into a single week if not a single lecture. There is no real accountability when it comes to grading work, as work is peer graded and students grade capriciously without regard for the criteria laid out in the lecture. In other words, most students responded to how cool or interesting they found my assignments, without regard for the weekly lecture or the grading criteria. It often felt as though the lectures didn't matter at all. Right when the class begins to introduce a more robust tour of laying out a game story, it suddenly ends. This class is only useful to students who are interested in an area of game design besides writing and who are taking the whole series anyway. If you are seriously interested in writing, this class will have little value for you and I would recommend skipping it. | as work is peer graded and | Student | grade capriciously without regard for the | Negative | -0.69 | -0.5 | 1.05 | 1.13 |
| K28H5jJ0EeWgIQ7IEhB31Q | The instructor carefully illustrates all points necessary for wring a game story. The logic is extremely clear, course materials intact and homework amount is decent for students. | and homework amount is decent for | Student | | Negative | -0.77 | 1.0 | 1.05 | 1.13 |
| K28H5jJ0EeWgIQ7IEhB31Q | It is more interesting course that I thought it to be, and the teacher, Dariush Derakhshani, is a very clever and charismatic person. He makes the student thinks for themselves, and the interesting assignments help them to foster their creative abilities. | and charismatic person. He makes the | Student | thinks for themselves, and the interesting | Positive | 0.97 | 1.0 | 1.05 | 1.13 |
| kbmiwPT-EeSW1SIAC3oCCQ | An enlightening course. Opens my mind to a wide vista of new ways of thinking and living. Practical with seemingly endless tools for the mind. Prof. Page provides a wide variety of examples that are relatable. The best thing for me is how Prof. Page feels relatable and approachable in his teaching style - he seems to really want students to understand what he's teaching and meeting us where we are, providing excellent scaffolding along the way. | - he seems to really want | Student | to understand what he's teaching and | Negative | -0.81 | 1.0 | 0.84 | 1.14 |
| kbmiwPT-EeSW1SIAC3oCCQ | Very srtuctored, informative course. Is definitly useful for students from diverse specalties. | informative course. Is definitly useful for | Student | from diverse specalties. | Positive | 0.87 | 1.0 | 0.84 | 1.14 |
| knivtHEHEeSfpCIACzWBZw | I am a graduate student of counseling. This course added a dimension to my coursework and future career that was both needed and very much appreciated. Ideas are broken-down into understandable portions. It is helpful to have some knowledge of how neurons work and terms associated therein. | I am a graduate | Student | of counseling. This course added a | Negative | -0.63 | 1.0 | 1.11 | 1.25 |
| knivtHEHEeSfpCIACzWBZw | Excellent introductory course. It is very useful that it can be completed at the student's own pace. | it can be completed at the | Student | own pace. | Positive | 0.85 | 1.0 | 1.11 | 1.25 |
| knivtHEHEeSfpCIACzWBZw | Feels underwritten by the DEA, and aimed at perhaps high school students? Very slow pace; info could've been distilled into less than half the lectures (I completed the '7 weeks' in 3 days). Doesn't really distinguish between users without serious problems & addicts (which I believe amplifies gateway effects & experimentation once people meet users who aren't brain damaged or addicts). Creates an exaggerated and arbitrary distinction between prescribed drugs as all good and recreational as all bad, and dismisses any possible benefits of substances that are not legal, noting only that medical marijuana has been helpful for HIV patients, which is certainly an understatement. Components are also helpful for cancer patients, anxiety, and more. Perhaps break this into studies of common drugs, how they work, & effects and separately, the mechanisms of addiction and treatment. However, I appreciated the 'reduce harm' policy economics. | and aimed at perhaps high school | Student | Very slow pace; info could've been | Negative | -0.69 | -1.0 | 1.11 | 1.25 |
| knivtHEHEeSfpCIACzWBZw | Excellent course! Professor is enthusiastic about the subject and conveys this to the students. Great course for grappling with the issues created by addiction. | subject and conveys this to the | Student | Great course for grappling with the | Positive | 0.91 | 1.0 | 1.11 | 1.25 |
| KqKtbzXyEeWW9BKhJ4xW0Q | I am very happy with the Course content.After first module my understanding of using Social media for my benefit is bit improved.I am sure after Specialization i ll be able to run my business well. I am an Artist and need social/digital marketing to get noticed. Professor Randy Hlavac speech is clear and thoughtful which is very easy to follow for non native English speakers. I am glad i am his student and looking forward to learn more. | I am glad i am his | Student | and looking forward to learn more. | Negative | -0.68 | 1.0 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | There are no clearly defined learning outcomes at the start of each video which are cramped with stats and facts and statements such as "you will learn more about this in mooc 2" and "this will be talked about extensively in mooc 3". As a learner its confusing to know what to take out of each video. The extend to which students are used to promote the course by prompting them to tweet about the videos is a concern. Ones or twice is okay. But every time? The assignment is a miss - students should be given a choice whether they want to focus on marketing their professional personas or marketing their business. I can summarize MOOC 1 in one sentence. Social Media is big and therefore business must change the way they do marketing. | each video. The extend to which | Student | are used to promote the course | Positive | 0.88 | -1.0 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | There are no clearly defined learning outcomes at the start of each video which are cramped with stats and facts and statements such as "you will learn more about this in mooc 2" and "this will be talked about extensively in mooc 3". As a learner its confusing to know what to take out of each video. The extend to which students are used to promote the course by prompting them to tweet about the videos is a concern. Ones or twice is okay. But every time? The assignment is a miss - students should be given a choice whether they want to focus on marketing their professional personas or marketing their business. I can summarize MOOC 1 in one sentence. Social Media is big and therefore business must change the way they do marketing. | The assignment is a miss - | Student | should be given a choice whether | Negative | -0.83 | -1.0 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | This course was immensely helpful in how it connects students with resources and information that allow them to stay up-to-date on all things social. Instructor Hlavac gave us all of the information we might need in a way that was easy to digest as well as making sure we had the tools necessary to succeed in the course. | immensely helpful in how it connects | Student | with resources and information that allow | Positive | 0.93 | 1.0 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | Decent coverage of the basics, but some of the data, tools and approaches used are out of date by 2-3 years which is particularly troublesome in the fast-moving social space. For example, they rely quite a bit on data from 2011 and 2012 and from social tools and reports from IBM. For someone completely new to the social space, this could be a great starter class. Just be sure to do your own research to supplement the data and be sure you're current. After grading assignments by other students, it was easy to see why the discussion portions of the class were flat: most either didn't invest in the assignments or didn't understand the materials. While I have found the discussion portions of other MOOCs to be equally interesting to the class material, I didn't have that experience in this session. | current. After grading assignments by other | Student | it was easy to see why | Positive | 0.98 | 0.0 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | The course offered packaged, essential social information in a way that wasn't overwhelming. I enjoyed the pace of the course as well. I would recommend this course for future students. The content was beneficial for students I will teach in the future as well. | would recommend this course for future | Student | The content was beneficial for students | Positive | 0.99 | 0.5 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | The course offered packaged, essential social information in a way that wasn't overwhelming. I enjoyed the pace of the course as well. I would recommend this course for future students. The content was beneficial for students I will teach in the future as well. | students. The content was beneficial for | Student | I will teach in the future | Positive | 0.71 | 0.5 | 0.96 | 1.16 |
| KqKtbzXyEeWW9BKhJ4xW0Q | The course communicates very clearly its intent to help students build marketable business skills and they do not under-perform. It also stimulated me to stay with the multi-course program which is something that I had not seen in other MOOCs. | very clearly its intent to help | Student | build marketable business skills and they | Positive | 0.69 | 1.0 | 0.96 | 1.16 |
| LgWwihnoEeWDtQoum3sFeQ | The videos and presentation are fine. The exercises are quite easy and the main problem of the course is that they are review for other students withput any teacher assuring that is right. | that they are review for other | Student | withput any teacher assuring that is | Negative | -0.8 | 0.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | The student learns a lot of basics in a straightforward and fun way. | The | Student | learns a lot of basics in | Positive | 0.77 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | This course is way too basic, so basic it doesn't even cover some of the essential basics, like explaining what the Box Model is in CSS. The only reason I gave 2 stars is because you can still learn SOMETHING with it if you are a complete newbie, but it is very far to be reliable if you are aiming to be a professional. There is a long road to go after you finish this course, which makes me think the certificate is almost pointless and worthless. It also uses things that are generally considered a bad practice (like using DOM event attributes in the HTML). It is okay to present that to the students, but you should also mention that while they are there, it is usually not recommended to use them and explain what would be the recommended practice. I have taken courses from other sites like Codeschools, Codecademy and Treehouse and left Coursera for later because I believed that getting a certificate would require me to have some expertise, but so far I feel kind of disappointed with the Full Stack package. I am hoping it will get better with the next modules. | okay to present that to the | Student | but you should also mention that | Negative | -0.83 | -0.5 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | The courses are great. I enjoyed them a lot. I have one comment on the JavaScript topics though. Key concepts like JavaScript objects, closures, module pattern and Immediately Invoked Functions are not covered. I understand that JavaScript is a very broad subject but a quick review of those key points would be great for a student to continue reading further on its own. | points would be great for a | Student | to continue reading further on its | Positive | 0.84 | 0.5 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Great! Some key information was omitted assuming student knew some key concepts, I had to cross reference on the internet to back fill. Otherwise good. | Some key information was omitted assuming | Student | knew some key concepts, I had | Negative | -0.66 | 0.5 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Nice videos, nice content... incredible didactic! Coursera recommend a little knowledge from students, however you can learn web development concepts by zero! Recommended! | Coursera recommend a little knowledge from | Student | however you can learn web development | Positive | 0.96 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | It was a good course. It is hard to make it useful and interesting for everyone since students will have varying degrees of knowledge coming in. I know that I learned a lot that I can apply in my work. | useful and interesting for everyone since | Student | will have varying degrees of knowledge | Positive | 0.66 | 0.5 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | It's a good course for beginner student | It's a good course for beginner | Student | | Positive | 0.79 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Well detailed course with very good instructor who makes this course more interesting. But one more thing, the assignment is not fully related to the lectures and materials. Students need to read and learn by themselves from other sources to learn more for completing the assignments. This is tough for students who do not have programming background and join here to learn. | the assignments. This is tough for | Student | who do not have programming background | Negative | -0.65 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | It is very clear and easy to follow for non-IT background students. Highly recommended to start! | easy to follow for non-IT background | Student | Highly recommended to start! | Positive | 1.0 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | The course and specialization looks promising but I get the feeling that the instructors have been a little lazy while designing the assignments. Instead of auto-grading using well known testing frameworks (like other Coursera courses), the entire grading policy is based on reviews from fellow students which makes your grade subjective, secondly, since the number of mandatory required reviews for each student is fixed at 5 (and is not adjusted with the number of students), it is highly unlikely that all submissions will be reviewed or graded. | is based on reviews from fellow | Student | which makes your grade subjective, secondly, | Negative | -0.8 | -1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | The course and specialization looks promising but I get the feeling that the instructors have been a little lazy while designing the assignments. Instead of auto-grading using well known testing frameworks (like other Coursera courses), the entire grading policy is based on reviews from fellow students which makes your grade subjective, secondly, since the number of mandatory required reviews for each student is fixed at 5 (and is not adjusted with the number of students), it is highly unlikely that all submissions will be reviewed or graded. | of mandatory required reviews for each | Student | is fixed at 5 (and is | Positive | 0.7 | -1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | The course and specialization looks promising but I get the feeling that the instructors have been a little lazy while designing the assignments. Instead of auto-grading using well known testing frameworks (like other Coursera courses), the entire grading policy is based on reviews from fellow students which makes your grade subjective, secondly, since the number of mandatory required reviews for each student is fixed at 5 (and is not adjusted with the number of students), it is highly unlikely that all submissions will be reviewed or graded. | not adjusted with the number of | Student | it is highly unlikely that all | Positive | 0.84 | -1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | If all teacher were to present their lectures in the manner this course was presented, I don't think any student would find it difficult to understand the subject, no matter have hard it is. They made web programming a seem like taking a nice cup of tea! | was presented, I don't think any | Student | would find it difficult to understand | Negative | -0.93 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | I'm not giving the fifth star just because there is only one flaw: not enough interaction between the teacher/TAs and the students. In fact, I never saw the staff participating in the discussions. | interaction between the teacher/TAs and the | Student | In fact, I never saw the | Positive | 0.81 | 0.5 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Great start for students seeking Web development | Great start for | Student | seeking Web development | Positive | 0.82 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Originally, I rated this course 3-stars. However, I have since decided it is worth 1-star after taking the next course in the series, Bootstrap. I thought that there wasn't enough time to cover all the material to make this course good. After taking the next course, I see that it is possible to deliver a lot of material and concepts in short order. However, it takes thinking, planning, and dedication. I think this course is TERRIBLE and seriously needs an overhaul. After taking this course, you barely know any CSS and despite passing assignments that don't challenge, you're probably worse off than a student who fails in school. The course suffers from the extremely short timeframe. Covering one of each of the three core topics a week is just insufficient to provide any sort of depth to this course. While there are supplementary readings, Coursera and the participating institutions need to understand that there are those who are taking courses to get more than a one page Wiki style coverage of a topic. | you're probably worse off than a | Student | who fails in school. The course | Negative | -1.0 | -1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Loved the course, only draw back is that students are marking assignments. | course, only draw back is that | Student | are marking assignments. | Negative | -0.65 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Overall it's a good intro if you know nothing or very little about those topics. That said, the class is too slow. Homework is too easy and boring. It's all about following very specific (long) instructions - "put this line of JS here", "create a function called Foo", etc. Grading is done by peers, even though it could be automated. Participation requires running arbitrary JS written by other students. | running arbitrary JS written by other | Student | | Negative | -0.87 | 0.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Structured Course that gives beginner to intermediate level expertise. Short course, so there is not much time to give challenging assignments that would prepare you for a job or industry level skill in this topic. The student enrollment was limited (compared to my other courses on Coursera) and hence the discussion forum was not active. There is no TA or instructor participation in discussion forum; hence my advanced questions in forum (intended to learn beyond the course) went unanswered. You can learn this all on internet, but the instructor nicely covered 3 topics in 3 weeks, which is helpful. | level skill in this topic. The | Student | enrollment was limited (compared to my | Positive | 0.67 | 0.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | I think this is the best course for everybody who wants to learn basics about web development. These assignments are interesting and help the student more understanding your the knowledge. | assignments are interesting and help the | Student | more understanding your the knowledge. | Positive | 0.8 | 1.0 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | It could ask more of the student. The assigments was read and do. | It could ask more of the | Student | The assigments was read and do. | Negative | -0.68 | 0.5 | 1.04 | 1.11 |
| LgWwihnoEeWDtQoum3sFeQ | Helpful also for experienced HTML students | Helpful also for experienced HTML | Student | | Positive | 0.75 | 0.5 | 1.04 | 1.11 |
| lHabnht2EeWo5g5SXpDA8Q | Course was great with very nice prompts. The only issue I had was with scoring. Since this was mainly a workshop more emphasis should've been given to feedback of an assignment rather than scoring points. Sometimes readers of a poem might not be able to grasp what the author intended and cause the student to fail the assignment, | the author intended and cause the | Student | to fail the assignment, | Negative | -0.68 | 0.5 | 0.71 | 1.12 |
| lHabnht2EeWo5g5SXpDA8Q | Absolutely wonderful course. Simple and well explained videos, nice instructor, great suggestions from the other students and fun exercises to get better and better in writing your own poems. Highly suggested. | instructor, great suggestions from the other | Student | and fun exercises to get better | Positive | 0.8 | 1.0 | 0.71 | 1.12 |
| lHabnht2EeWo5g5SXpDA8Q | I have learned so much and I love D's energy and the avid participation of the other students. Will definitely pass on what I've learned. Can't wait for more courses like this in the future! :) | the avid participation of the other | Student | Will definitely pass on what I've | Positive | 0.88 | 1.0 | 0.71 | 1.12 |
| M9dntkEoEeWZtA4u62x6lQ | This course assumes some basic knowledge in C. I really appreciate prof. Ira Pohl's approach to explain things in details and fill some gaps students might have rather that assuming everything is perfectly clear. Some might find the pace to be on the slow side but please understand it is intended for people with various background and experience. You will also appreciate the way prof. Pohl elaborates some of the fundamental algorithms and data structures in a very clear and well articulated manner. | in details and fill some gaps | Student | might have rather that assuming everything | Negative | -0.94 | 1.0 | 0.92 | 1.12 |
| M9dntkEoEeWZtA4u62x6lQ | The course was very useful for me. I have known new features of C++11 and now I use them in my projects, so my programming style become both more modern, and more effective. It was very lucky for me to have at the same time other course about graph theory, so I again learned and implemented those algorythms. I suppose for new students before this course would be better to have some experience in C++ programming and some understanding of OOD and OOP, so you can think about interesting ideas instead of trying to read a 1000-paged book in a week to learn base of coding. Now I am watitng for part B. | those algorythms. I suppose for new | Student | before this course would be better | Negative | -0.98 | 1.0 | 0.92 | 1.12 |
| M9dntkEoEeWZtA4u62x6lQ | - Assumptions about the student are not clear, before starting the course. Instructor examples are not practical in all contexts. Jump to dijkstra in very second week, without clarity on major C++ concepts and examples, is too much an expectation from the student switching from C to C++ for the first time. Confusion with deadline for assignments. too many lectures during later week courses, as if the effort is to crunch everything in that week and complete the course. If its spaced properly with examples and problems over few more weeks, it would help. | too much an expectation from the | Student | switching from C to C++ for | Negative | -0.63 | -0.5 | 0.92 | 1.12 |
| M9dntkEoEeWZtA4u62x6lQ | A much needed course for all those students who have strong fundamentals in C Programming but lack the OOP skills in C++. Still there is a scope of improvement. | much needed course for all those | Student | who have strong fundamentals in C | Positive | 0.77 | 1.0 | 0.92 | 1.12 |
| maX993EhEeWi0g6YoSAL-w | Unfortunately, didn`t enjoy this course at all. I have gone through 7 courses on Coursera and finished them with the biggest pleasure and great results. This time I had to leave the course before finishing because: 1st: content is organized awfully (for example "HTML overview" - I knew all the material so I have an idea how it should look like, but lecturer started from the middle of all concepts, than moved to the beginning and together it looked like an unlinked content. I have simply lost a logic inside this. 2nd: Very difficult to get an idea: lecturer doesn`t try to simplify the content, even opposite - I had a feeling, that he makes easy things complicated for a reason. My husbend is a programmer with 10 years experience and when he watched the lecture he said, that even for him it was difficult to understand all the thing (things he actually knows). All these terms used, no relevant examples, too complex words and so on - I lost concentration, I had to google a lot of unknown terms, I had to stop lecture every 30 seconds to reread or repeat the peace of lecture, because I could not understand it. As I mentioned, I know HTML well, but it was described so complex, that it was difficult to link my actual knowledge to lecturer words. 3rd: not international student friendly. Use of complex words in places where they were not necessary, complex structures, too fast language... I am pretty good in English, but had to stop video and to google translate some "smart" words lecturer used without particular need - I don`t mean definitions, just some epithets to make his speech "smarter". I completed Coursera specialization by Michigan University and it was completely easy with plain text, short sentences, so well made for international student. 4th: this is boring. I am sorry, but this is true. I am interested in all these questions, but for some reasons I lose my attention every time. Maybe the reason is in all points I have just mentioned, but I didn`t enjoy this course at all and it was the first time I didn`t enjoy something connected with web app development. Please, don`t be mad at me - lecturer is a very charming and charismatic person, but I simply don`t like how the material is presented. 5th: I have a feeling like all slides are taken from some scientific books and lecturer reads comments from some science articles, it is not like described with own words, simplified for better comprehension, cleared with own real-life examples and in atmosphere of friendly conversation with some emotions and humor. Please, take my feedback just as my personal opinion and hope other students will enjoy it more. | to lecturer words. 3rd: not international | Student | friendly. Use of complex words in | Positive | 0.63 | -0.5 | 0.95 | 1.06 |
| maX993EhEeWi0g6YoSAL-w | Unfortunately, didn`t enjoy this course at all. I have gone through 7 courses on Coursera and finished them with the biggest pleasure and great results. This time I had to leave the course before finishing because: 1st: content is organized awfully (for example "HTML overview" - I knew all the material so I have an idea how it should look like, but lecturer started from the middle of all concepts, than moved to the beginning and together it looked like an unlinked content. I have simply lost a logic inside this. 2nd: Very difficult to get an idea: lecturer doesn`t try to simplify the content, even opposite - I had a feeling, that he makes easy things complicated for a reason. My husbend is a programmer with 10 years experience and when he watched the lecture he said, that even for him it was difficult to understand all the thing (things he actually knows). All these terms used, no relevant examples, too complex words and so on - I lost concentration, I had to google a lot of unknown terms, I had to stop lecture every 30 seconds to reread or repeat the peace of lecture, because I could not understand it. As I mentioned, I know HTML well, but it was described so complex, that it was difficult to link my actual knowledge to lecturer words. 3rd: not international student friendly. Use of complex words in places where they were not necessary, complex structures, too fast language... I am pretty good in English, but had to stop video and to google translate some "smart" words lecturer used without particular need - I don`t mean definitions, just some epithets to make his speech "smarter". I completed Coursera specialization by Michigan University and it was completely easy with plain text, short sentences, so well made for international student. 4th: this is boring. I am sorry, but this is true. I am interested in all these questions, but for some reasons I lose my attention every time. Maybe the reason is in all points I have just mentioned, but I didn`t enjoy this course at all and it was the first time I didn`t enjoy something connected with web app development. Please, don`t be mad at me - lecturer is a very charming and charismatic person, but I simply don`t like how the material is presented. 5th: I have a feeling like all slides are taken from some scientific books and lecturer reads comments from some science articles, it is not like described with own words, simplified for better comprehension, cleared with own real-life examples and in atmosphere of friendly conversation with some emotions and humor. Please, take my feedback just as my personal opinion and hope other students will enjoy it more. | sentences, so well made for international | Student | 4th: this is boring. I am | Negative | -0.98 | -0.5 | 0.95 | 1.06 |
| maX993EhEeWi0g6YoSAL-w | Unfortunately, didn`t enjoy this course at all. I have gone through 7 courses on Coursera and finished them with the biggest pleasure and great results. This time I had to leave the course before finishing because: 1st: content is organized awfully (for example "HTML overview" - I knew all the material so I have an idea how it should look like, but lecturer started from the middle of all concepts, than moved to the beginning and together it looked like an unlinked content. I have simply lost a logic inside this. 2nd: Very difficult to get an idea: lecturer doesn`t try to simplify the content, even opposite - I had a feeling, that he makes easy things complicated for a reason. My husbend is a programmer with 10 years experience and when he watched the lecture he said, that even for him it was difficult to understand all the thing (things he actually knows). All these terms used, no relevant examples, too complex words and so on - I lost concentration, I had to google a lot of unknown terms, I had to stop lecture every 30 seconds to reread or repeat the peace of lecture, because I could not understand it. As I mentioned, I know HTML well, but it was described so complex, that it was difficult to link my actual knowledge to lecturer words. 3rd: not international student friendly. Use of complex words in places where they were not necessary, complex structures, too fast language... I am pretty good in English, but had to stop video and to google translate some "smart" words lecturer used without particular need - I don`t mean definitions, just some epithets to make his speech "smarter". I completed Coursera specialization by Michigan University and it was completely easy with plain text, short sentences, so well made for international student. 4th: this is boring. I am sorry, but this is true. I am interested in all these questions, but for some reasons I lose my attention every time. Maybe the reason is in all points I have just mentioned, but I didn`t enjoy this course at all and it was the first time I didn`t enjoy something connected with web app development. Please, don`t be mad at me - lecturer is a very charming and charismatic person, but I simply don`t like how the material is presented. 5th: I have a feeling like all slides are taken from some scientific books and lecturer reads comments from some science articles, it is not like described with own words, simplified for better comprehension, cleared with own real-life examples and in atmosphere of friendly conversation with some emotions and humor. Please, take my feedback just as my personal opinion and hope other students will enjoy it more. | my personal opinion and hope other | Student | will enjoy it more. | Positive | 1.0 | -0.5 | 0.95 | 1.06 |
| maX993EhEeWi0g6YoSAL-w | I am impressed with not only the breadth, but also the depth of this course. It is a great introduction to Web Application Architecture, and sets the students up for a successful journey into Web Application Development. | Web Application Architecture, and sets the | Student | up for a successful journey into | Positive | 0.86 | 1.0 | 0.95 | 1.06 |
| MEgKOpw3EeWILQ7D3uPEMw | This course provides a broad overview of the entrepreneurial process and comes complete with plenty of actionable material. It lacks any sort of meaningful collaboration with other students, which seems to be an inherent flaw of the MOOC platform more than a fault of this course. I will be taking the rest of the specialization, and hope the capstone can bring like minded students together to turn the theory we learn throughout this course series into reality. | sort of meaningful collaboration with other | Student | which seems to be an inherent | Negative | -0.75 | 0.5 | 0.62 | 0.8 |
| MEgKOpw3EeWILQ7D3uPEMw | This course provides a broad overview of the entrepreneurial process and comes complete with plenty of actionable material. It lacks any sort of meaningful collaboration with other students, which seems to be an inherent flaw of the MOOC platform more than a fault of this course. I will be taking the rest of the specialization, and hope the capstone can bring like minded students together to turn the theory we learn throughout this course series into reality. | the capstone can bring like minded | Student | together to turn the theory we | Negative | -0.62 | 0.5 | 0.62 | 0.8 |
| MEgKOpw3EeWILQ7D3uPEMw | Overall, this was an excellent course and, for the beginner, a great foray into general entrepreneurship concepts and ideas. Here's why I say that: 1) The professors offering the course are apparently top-notch - they all have extensive and varied experiences with entrepreneurship, and many of them have published research and reports that can be found with a quick google search. 2) The amount and nature of the content make it so that it's easy to approach the course more like a workshop, than some static didactic. For example, one of Ethan Mollick's talks comes with a spreadsheet to help students think a little more concretely and specifically about their ventures. 3) The course passed no judgement on push vs. pull ventures; they really tried to highlight the advantages and disadvantages of each. With the business community's surge in interest in design-thinking, I had been under the false impression that a push venture, by definition, was inferior. I gave 4 instead of 5 stars, however, because I feel that more attention could have been devoted to more service-oriented or product and service hybrid businesses (though the professors didn't totally ignore the service-oriented business). Also, I was under the impression that the professors would have some degree of real-time interaction with students (although I get that they are super busy), or that even if the professors themselves couldn't respond, that a teacher's assistant or representative would comment on questions raised about the course content. Again, this is overall a fantastic course, though not perfect - I would still highly recommend it to anyone thinking about entrepreneurship! | comes with a spreadsheet to help | Student | think a little more concretely and | Positive | 0.72 | 0.5 | 0.62 | 0.8 |
| mGM6AmlPEeSdNiIACrbZkA | It contains the exact combination of neuroscience, psychology and economics that a student with no clinic background was searching for | neuroscience, psychology and economics that a | Student | with no clinic background was searching | Negative | -0.86 | 1.0 | 0.87 | 1.16 |
| mGM6AmlPEeSdNiIACrbZkA | Its an amazing course. I am a PhD student in Neurosciences and this is an exciting field for the future. I like the way Dr. Vasily Klucharev puts completed things in a slow and efficient way. That way one doesn't get overburdened with lots of information in a short time. Also, he revisits previously taught concepts to facilitate learning of new concepts which is an amazing thing to do. | amazing course. I am a PhD | Student | in Neurosciences and this is an | Positive | 0.88 | 1.0 | 0.87 | 1.16 |
| mTJHKj0pEeSGwyIACxCdDw | Great class!! Awesome teacher. There should be an option for students who like to learn characters in the settings menu. | There should be an option for | Student | who like to learn characters in | Negative | -0.81 | 1.0 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | Great course! Course providers are into effective explanation and communication with students. Recommend it! | into effective explanation and communication with | Student | Recommend it! | Positive | 0.96 | 1.0 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | This is a very good introduction to Chinese, but would help to people that doesn´t have any person to practice match with some people online that would like to chat or talk with the students of the course. It will be nice, to include some part of the phonetic of the words to understand how is a better speaking. | to chat or talk with the | Student | of the course. It will be | Positive | 0.79 | 0.5 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | Great Lessons with the student in mind! Easily absorbed part by part lessons give the new learners ample time to truly immerse himself in each lesson. | Great Lessons with the | Student | in mind! Easily absorbed part by | Negative | -0.63 | 1.0 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | Good course for beginners. In my opinion, its strong point is simplicity (it does not require much effort and yet allows you to learn something useful, and also makes you think that Chinese is not unbearably complex language after all) and broad range of topics (probably gives you all words necessary to survive short trip to China). What I didn't like in this course is lack of explanation: student is required to memorize entire sentences, but nothing was said about word ordering, personal pronouns and other basic structural features of language. I would also like to have more tests/ exercises with feedback, probably some review tests covering previous lessons. | this course is lack of explanation: | Student | is required to memorize entire sentences, | Negative | -0.93 | 0.5 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | A good first encounter with chinese that leaves several gaps that may push students to keep studying and making research regarding chinese language. | leaves several gaps that may push | Student | to keep studying and making research | Negative | -0.75 | 1.0 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | I really liked this course because all the lessons are coherent with each other which helps one understand Chinese better. I hope that the quizzes would be more difficult to fully test the student's competence. | more difficult to fully test the | Student | competence. | Positive | 0.92 | 0.5 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | Haven enrolled in this short online course in Chinese for Beginners has really helped me. Now a Masters student at BNU, it's easy for me to communicate on campus and even outside campus. It makes it easier for a native to give you help since you can say something in Chinese. I am amazingly thrilled with my ease of lifestyle in Beijing; thanks to COURSERA | really helped me. Now a Masters | Student | at BNU, it's easy for me | Positive | 0.77 | 0.5 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | Excellent chunking of the material, while integrating daily conversational dialogues. Review and quizzes at the end of each section is great. However, I would suggest adding the Chinese characters to the bottom of the pinyin for future Chinese students. | of the pinyin for future Chinese | Student | | Positive | 0.71 | 0.5 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | This course includes major topics of daily life. After having completed all lessons with Professor Xiaoyu Liu, the student will be able to express himself/herself in many useful situations. This fast result of some basic Chinese is very motiviating to complete the course and to continue studying this fascinating language. The only drawback may be the lack of some corresponding Chinese characters. However, this may exceed the scope of this Coursera course. Maybe there will be a course Chinese for Beginners 2 in future. If so, I would certainly participate. | lessons with Professor Xiaoyu Liu, the | Student | will be able to express himself/herself | Positive | 0.97 | 0.5 | 0.8 | 1.11 |
| mTJHKj0pEeSGwyIACxCdDw | Excellent! I hope we (students) have a continous course, like "Chinese for Beginners II", would be awesome! | Excellent! I hope we | Student | have a continous course, like " | Positive | 0.89 | 1.0 | 0.8 | 1.11 |
| mxdq5kIJEeWC4g7VhG4bTQ | There are two frustrations with this iteration of the series. One: the quiz questions are often opaquely worded. Instead of being tested on the material just learned, it seemed like the objective was to learn to decode test questions. 2 and the most glaring omission, was that when students are asked to provide functions, only some are provided with a follow up test to ensure the function is working properly. If the output is syntactically correct but provides incorrect output then you're moving forward blindly after that. Then add the quiz questions from problem One above, and you're just wasting your time after that and building up frustration. Validating your code as you move along seems like a pretty rudimentary process to impart to students and when the teachers don't practice it themselves, there are bound to be problems. I like the intent of the course, and considering my outsider background to computer science, the mathematics etc, I did learn a fair bit. Not enough to justify the increasing frustration I was feeling toward the end of this course. I have no intention of taking any more at this point, not from these authors. | most glaring omission, was that when | Student | are asked to provide functions, only | Negative | -0.84 | -0.5 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | There are two frustrations with this iteration of the series. One: the quiz questions are often opaquely worded. Instead of being tested on the material just learned, it seemed like the objective was to learn to decode test questions. 2 and the most glaring omission, was that when students are asked to provide functions, only some are provided with a follow up test to ensure the function is working properly. If the output is syntactically correct but provides incorrect output then you're moving forward blindly after that. Then add the quiz questions from problem One above, and you're just wasting your time after that and building up frustration. Validating your code as you move along seems like a pretty rudimentary process to impart to students and when the teachers don't practice it themselves, there are bound to be problems. I like the intent of the course, and considering my outsider background to computer science, the mathematics etc, I did learn a fair bit. Not enough to justify the increasing frustration I was feeling toward the end of this course. I have no intention of taking any more at this point, not from these authors. | pretty rudimentary process to impart to | Student | and when the teachers don't practice | Negative | -0.73 | -0.5 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | This course offers great background instruction on Machine Learning and I would give it 5 stars except for the following: First, there doesn't seem to be any moderation of the session discussions except for help from other students. This was worth a -2 star penalty. This and the lack of any review of linear algebra and vectorized solutions, I think, is giving some students the impression that they should be coding loops in their functions to build and solve ML models. Next, I am auditing the course, and this is the first course where I was not able to submit quizzes. Therefore, I can only guess at my solutions. This was worth a -1 star penalty. UPDATE: not being able to submit quizzes is a "feature" of the new Coursera platform. I never did get an answer from the discussion forums, but I see the same problem in other Coursera courses I am taking. However, I still think the course is worth taking, so I added back a star. This is the second ML course I have taken. The first was from Stanford ML course which was very specific to implementation in the Octave language. I got a lot more background information from this course, and I think it is well taught. Just wish there were more moderators that were actively watching the discussion list. | solutions, I think, is giving some | Student | the impression that they should be | Negative | -0.98 | 0.0 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | A very detailed course on regression with real data examples and which exposes the student to actual coding of different functions, rather than using already available functions. I got a very satisfying learning experience. | data examples and which exposes the | Student | to actual coding of different functions, | Positive | 0.83 | 1.0 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | This course touches on basic concepts quite nicely and should help students with adequate math background to gain a good understanding of regression on both high and low level. A text book and optional exercises could help attain better theoretical ground for regression. In general, references and suggested reading are missing from this specialization. I would also like to see optional programming assignments on publicly available data sets other than the repeatedly used house prices data. | concepts quite nicely and should help | Student | with adequate math background to gain | Positive | 0.68 | 0.5 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | Courses like this are always difficult to judge because of the great variety of students coursera reaches. That is, some class members finished this course in the first week it was open, others still struggled till the last minute. For some the math was too simply, for others the python programming was too confusing. All in all it strikes a reasonable balance between novice learners and more advanced students. What the course could stand to really benefit from is some kind of repository of code, for those students who successfully completed the assignments to compare to their own. It seems pretty clear that there are some advanced python users whose insights could help improve one's coding skills. | because of the great variety of | Student | coursera reaches. That is, some class | Positive | 0.96 | 0.5 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | Courses like this are always difficult to judge because of the great variety of students coursera reaches. That is, some class members finished this course in the first week it was open, others still struggled till the last minute. For some the math was too simply, for others the python programming was too confusing. All in all it strikes a reasonable balance between novice learners and more advanced students. What the course could stand to really benefit from is some kind of repository of code, for those students who successfully completed the assignments to compare to their own. It seems pretty clear that there are some advanced python users whose insights could help improve one's coding skills. | between novice learners and more advanced | Student | What the course could stand to | Positive | 0.77 | 0.5 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | This was much more in-depth than the intro course in the sequence, which was exactly what I was hoping for. I still think that it could stand to be more challenging. Perhaps the instructors might offer some optional, more challenging exercises. Or, maybe students could choose an alternate "challenge version" of the homework that contains fewer hints. | optional, more challenging exercises. Or, maybe | Student | could choose an alternate " challenge | Negative | -0.88 | 0.5 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | This course was well structured and well executed. I thoroughly enjoyed and was challenged by the material in the course. I appreciated the assignment/quiz approach to deal with such dense topics. I can see where people who have backgrounds in a number of the topics discussed throughout the course could feel there was too much hand holding, but I found the level of hints/help in the assignments were at the right level for me to work through & gain deeper understanding for the material presented. My one criticism of the course stems from the denseness of the material. I believe there is an opportunity to introduce more quizzes after various sections within each module. It would be best to make these quizzes optional in order not to turn off more advance students, but I believe it would be beneficial for those students who do not have much, or any, experience in these topics to have more opportunities to test and gain deeper understanding in the material just covered. Overall, solid course! | not to turn off more advance | Student | but I believe it would be | Positive | 0.72 | 1.0 | 0.98 | 1.05 |
| mxdq5kIJEeWC4g7VhG4bTQ | This course was well structured and well executed. I thoroughly enjoyed and was challenged by the material in the course. I appreciated the assignment/quiz approach to deal with such dense topics. I can see where people who have backgrounds in a number of the topics discussed throughout the course could feel there was too much hand holding, but I found the level of hints/help in the assignments were at the right level for me to work through & gain deeper understanding for the material presented. My one criticism of the course stems from the denseness of the material. I believe there is an opportunity to introduce more quizzes after various sections within each module. It would be best to make these quizzes optional in order not to turn off more advance students, but I believe it would be beneficial for those students who do not have much, or any, experience in these topics to have more opportunities to test and gain deeper understanding in the material just covered. Overall, solid course! | it would be beneficial for those | Student | who do not have much, or | Negative | -0.87 | 1.0 | 0.98 | 1.05 |
| myQGkjlZEeWJaxK5AT4frw | Extremely well articulated! English is not my native language, and the teacher was very good at repeating important words so I was able to understand it fully. I loved the way the teacher reached out to our mind by making us think rather than telling "predigested" material. He presented facts and suggestions that fired my interest. This course lets you as a student form your own opinions and your own strategies based on facts and suggestions. The community was also very good at commenting and helped me expand my own "horizon" | This course lets you as a | Student | form your own opinions and your | Positive | 0.72 | 1.0 | 0.69 | 1.1 |
| myQGkjlZEeWJaxK5AT4frw | Useful & practical & easy to grasp & summary videos at the end of each section The projects require a little thought, but are incredibly inspiring. Students actively participated in the discussions, providing valuable opinions. | little thought, but are incredibly inspiring. | Student | actively participated in the discussions, providing | Positive | 0.67 | 1.0 | 0.69 | 1.1 |
| myQGkjlZEeWJaxK5AT4frw | Whether you are an Entrepreneur, working in a corporate environment or even a student. This course will introduce you towards concept of social influence in all contexts. | a corporate environment or even a | Student | This course will introduce you towards | Positive | 0.66 | 1.0 | 0.69 | 1.1 |
| myQGkjlZEeWJaxK5AT4frw | I thought all of the information was great but at times the course was just very bland especially in terms of presentation. Also, the title is somewhat misleading and the presumptions that the course creators make about its students assume I am a business guy sitting in an office or a part of some team which makes the activities that you HAVE to do in order to pass the course a bit harder to complete. This is good because if what the activity desn't really apply to your situation it makes good practice to imagine a situation - not soo imaginative the task is incredibly easy - and apply what you've learned. However, as I've said, if what you're being asked to do is harder to apply than the activity in many ways isn't all that practical. I prefer Cumulative tests as well because they assess everything you've learned and whether you've retained the information or not. | the course creators make about its | Student | assume I am a business guy | Negative | -0.85 | 0.0 | 0.69 | 1.1 |
| n2zunIlgEeWSMw6QLoDNsQ | It's really easy to learn Python while students follow the instruction step by step. | really easy to learn Python while | Student | follow the instruction step by step. | Positive | 0.85 | 1.0 | 1.08 | 1.32 |
| n2zunIlgEeWSMw6QLoDNsQ | The instructors are good and have made the course a lot of fun. This course has been simplified enough to appeal to even high school students. | to appeal to even high school | Student | | Negative | -0.87 | 1.0 | 1.08 | 1.32 |
| n2zunIlgEeWSMw6QLoDNsQ | I wouldn't give a star for this course; materials are prosaic (wordy); professors have not designed a truly high-tech course with automated grading; they want peers to grade each other - I don't like this euphemism, which is equivalent to the blind leading the blind; I do not want to spend my energy correcting other peoples' programming assignments; I want to spend the time thinking about programming and working on my own programs - the concept of collaboration is false - everyone wants to develop their own stuff not share with others so the premise of the course is inaccurate; also, the course has many long-winded texts of little use to the student; this is a course more about indoctrination in a legacy system than it is a course to liberate the mind through computers; while the content is interesting I am completely turned off by the amount of time I have to devote to commenting on other peoples' stuff - I am not a teacher - that is the teacher's job not my job - also, I do not like the condescension and clownishness of the profs in this course - I do not need to be entertained and all the talk about Monty Python, one of the corniest programs on TV trivializes the material - a no-nonsense, MIT type course is preferable - this is a course that I would avoid from the logistical perspective, although I will follow the material side of the course because it has substantial content and that includes the specialization - hello teachers in the course - automate the grading and remove all of the peer evaluations and start offering authentic instruction, not lazy instruction of students teaching students - the approach is typical of all legacy-oriented courses - the same goes for the Severance course at the University of Michigan - if the Rice course is supposed to instill interest in Rice University, this offering turns me away from Rice because one realizes that Rice is too legacy-oriented in its approach, same old, same old. | authentic instruction, not lazy instruction of | Student | teaching students - the approach is | Positive | 0.74 | -1.0 | 1.08 | 1.32 |
| n2zunIlgEeWSMw6QLoDNsQ | I took this course 3 times as a student, and I absolutely loved it! The lectures are interesting, relevant, and entertaining. I'm grateful to be a CTA/Mentor. | this course 3 times as a | Student | and I absolutely loved it! The | Positive | 1.0 | 1.0 | 1.08 | 1.32 |
| nA4RUW01EeW8nRIpKnwp7Q | I found the assignments challenging in the absolute best sense of the term, and therefore incredibly rewarding as well! Whenever I've gotten stuck, the answer was always in the course material somewhere, even if I didn't see it there at first. The discussion forums were extremely helpful, and I was astounded to see that that instructors were still actively monitoring the discussion forums and responding to student questions. I'm obviously not an expert in this field, but I've been an educator before, and my own impression of the assignments was that they were extremely well designed: it was impossible to pass them without knowing what you were doing, the tools to approach them were always found in the lectures, and the challenge problems pushed your knowledge even farther. I would recommend the specialization to everyone. Additionally, I noticed that the content aligns well with other DS&A syllabi I have seen in brick-and-mortar institutions, especially the first 3 or 4 courses. It's also a very nice luxury to be able to submit in Python. I have certainly learned a great deal. | the discussion forums and responding to | Student | questions. I'm obviously not an expert | Negative | -0.74 | 1.0 | 0.88 | 1.16 |
| nA4RUW01EeW8nRIpKnwp7Q | Solutions are explained with too much detail. You should give the student a chance to learn by herself. | much detail. You should give the | Student | a chance to learn by herself. | Positive | 0.93 | 1.0 | 0.88 | 1.16 |
| nA4RUW01EeW8nRIpKnwp7Q | The content covered in this course is great. However, I hope there was a more efficient way to communicate with student. I hope there is a way to bring student together like a group chat function in the coursera app. So, people who want to be more committed can communicate more often and effcient. | more efficient way to communicate with | Student | I hope there is a way | Positive | 0.84 | 0.5 | 0.88 | 1.16 |
| nA4RUW01EeW8nRIpKnwp7Q | This is a good course, and I liked the quality of video lectures. The material is structured and lets the students understand the basic approaches they can follow to solve algorithmic tasks. Also a good plus is that there are assignments. First, they are of different complexity - so anyone will find an interesting task there. Second, there are prepared starter files for 3 languages - so you spend time working on algos, not on bootstrapping projects. And third - grading is automatic. Just for fiuture - as a more engaging thing there could be also made tasks to review of other people's assignments (as it is done in other courses) and implementing a test case which makes a wrong solution to fail (which is something like TopCoder does). But this idea is too raw and needs more thinking. | material is structured and lets the | Student | understand the basic approaches they can | Negative | -0.9 | 1.0 | 0.88 | 1.16 |
| NFiJtRnpEeW9dA4X94-nLQ | Great course! The course teaches us the basics of OOP concepts. Moreover, during the course students are able to use theory in practice. | OOP concepts. Moreover, during the course | Student | are able to use theory in | Positive | 0.8 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | So far it is going great !, In my case just doing the basis again but It is well made for overall students | It is well made for overall | Student | | Positive | 0.98 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | I have learned quite a bit on thinking about code. Memory models especially was a new concept for me. Now I can take that skill and apply to bigger projects if I want to run through and understand that better. I also like that we can watch students talking over the code. Awesome course and great personable teachers. | also like that we can watch | Student | talking over the code. Awesome course | Positive | 0.97 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Excellent lectures, the subject matter is very well detailed and enough support is given to the student. | enough support is given to the | Student | | Negative | -0.66 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Excellent course and dynamic!!!! The programming assignment are funny and help the student to improve knowledge. | assignment are funny and help the | Student | to improve knowledge. | Positive | 0.77 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | It needs project based exams, not quizzes. These project exams should be a combination of automated programming tasks, like the kind you find on HackerRank or Codeforces and peer assessment based projects that asks students to evaluate the readability of each others code. As it currently stands, this course is a joke. | peer assessment based projects that asks | Student | to evaluate the readability of each | Positive | 0.67 | -1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Coursera gives Universities the flexibility to show their own style of teaching and sharing knowledge. I really love this course, good project. ----------------------------------------------------------------------------------------------------------------- However, good course is not only the instructor's' responsibility, but also the students' active involvement. I rate 4 because we need more students get involved in developing this course like creating wiki notes. Extra material to read etc. | the instructor's' responsibility, but also the | Student | active involvement. I rate 4 because | Positive | 0.75 | 0.5 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Coursera gives Universities the flexibility to show their own style of teaching and sharing knowledge. I really love this course, good project. ----------------------------------------------------------------------------------------------------------------- However, good course is not only the instructor's' responsibility, but also the students' active involvement. I rate 4 because we need more students get involved in developing this course like creating wiki notes. Extra material to read etc. | rate 4 because we need more | Student | get involved in developing this course | Positive | 0.88 | 0.5 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Very interesting course, not for complete beginners. The project is quite interesting. You will defintely learn a lot here. I recommended for any Java leaner student. | I recommended for any Java leaner | Student | | Positive | 0.88 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | It was a wonderful course! Kudos to all the professor! I wish i was lucky enough to be under the tutelage of such great Professor! Loved how lucidly, they made us understand Java. Special mention to Christine. You were absolutely fantastic! And to the Coursera Community. You guys rock! Bless you guys. You have no idea how much you are helping students like me. Looking forward towards more such tutorials. PS: Can i expect J2EE tutorials from these professors? And also, some course on Algorithms from these Professors? It will be very helpful. Thanks, Arya | idea how much you are helping | Student | like me. Looking forward towards more | Negative | -0.73 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Great course to get new students started with Java. The project keeps the students engaged and interested. | Great course to get new | Student | started with Java. The project keeps | Positive | 0.71 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | Great course to get new students started with Java. The project keeps the students engaged and interested. | with Java. The project keeps the | Student | engaged and interested. | Positive | 0.72 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | This course is good for any range of students from novice to experienced programmers . | is good for any range of | Student | from novice to experienced programmers . | Positive | 0.83 | 1.0 | 0.57 | 1.22 |
| NFiJtRnpEeW9dA4X94-nLQ | well organized, interesting assignments and great interactivity between the instructors and the students. | interactivity between the instructors and the | Student | | Positive | 0.63 | 1.0 | 0.57 | 1.22 |
| ngZrURn5EeWwrBKfKrqlSQ | This was a good introduction to the topic, although a little slowly paced for my tastes, but I am a long time professional programmer, so I have much more background to draw on than many of the students. I started with this course, which encouraged me to go back and take more from the sequence. I recommend taking them in order. | draw on than many of the | Student | I started with this course, which | Positive | 0.85 | 0.5 | 1.0 | 1.06 |
| ngZrURn5EeWwrBKfKrqlSQ | Seems like the quality of this specialization goes down with every course. The instructor is not showing us the way we should think about developing programs in NodeJS, but he insists on using PowerPoint slides to show us how to code! It's 2016, and there are way better mediums for communicating with your students. Simply copying and pasting code and explaining what every line does is not the right way of teaching any concept, especially when you are dealing with a new technology. For the start, the instructor can actually type the code and explain what goes through his mind during each step. That way anyone can follow his problem solving methods and benefit from the course. I had to take other online courses on Code School and Pluralsight just to understand what's going on, and later come back to finish the homework. | better mediums for communicating with your | Student | Simply copying and pasting code and | Negative | -0.93 | -1.0 | 1.0 | 1.06 |
| ngZrURn5EeWwrBKfKrqlSQ | I don't like the fact you have to pay 80 dollars just to unlock assignment submissions. The fact that other students have to grade each other is not worth the 80 dollars. Think of all the students that may attend the course will more than cover the server costs if it was 10$. Otherwise, the class so far is useful. | 80 dollars. Think of all the | Student | that may attend the course will | Positive | 0.9 | 0.0 | 1.0 | 1.06 |
| NiK99anHEeS88iIAC1WehA | While U.S. politics is important for many other disciplines, this course didn't have that much depth in my opinion to really be applicable on demands of international student and point of view. Still, very interesting lectures and good talks. | be applicable on demands of international | Student | and point of view. Still, very | Positive | 0.95 | 0.0 | 0.94 | 1.22 |
| NiK99anHEeS88iIAC1WehA | Great course. As a non-American student, I found that this course enhanced my understanding of American political discourse as well as the stated goals of describing the likely policy challenges of the 21st century. | Great course. As a non-American | Student | I found that this course enhanced | Positive | 0.89 | 1.0 | 0.94 | 1.22 |
| NiK99anHEeS88iIAC1WehA | I believe this is an excellent and very valuable course. I believe that an online printable statement of accomplishment should be given to every student. | accomplishment should be given to every | Student | | Positive | 0.92 | 1.0 | 0.94 | 1.22 |
| NiK99anHEeS88iIAC1WehA | This course was higly informative. Throughout this course, new things will be learned and lessons are pretty understandable. What I like most about this course, is that there were actual students, asking questions, which put me into atmosphere of real university. Thank you, Professor Warburg and all the staff and lecturers that were invited! | course, is that there were actual | Student | asking questions, which put me into | Negative | -0.85 | 1.0 | 0.94 | 1.22 |
| NiK99anHEeS88iIAC1WehA | Fantastic and informative. At times, a little irrelevant or confusing to international students (the President can do what?), but the core message and information of the course are universal, fascinating and vital to our collective and individual future. Highly recommended. | little irrelevant or confusing to international | Student | (the President can do what? ), | Negative | -0.85 | 1.0 | 0.94 | 1.22 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | very well designed course takes through the various aspects of HTML 5. the course provides with just enough information to understand and keep the student motivated to go and explore more. | information to understand and keep the | Student | motivated to go and explore more. | Positive | 0.63 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | It presents the students with a great head-start at web design and basics.. most needed kick start I think. It worked for me very well :) | It presents the | Student | with a great head-start at web | Positive | 0.99 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | A lot of theoretical stuff, nothing for practice; awful final exam strategy, the course encourages learning by heart without any thinking; advice: to help non english students (like me), make the lectures not overlapping the subtitles | thinking; advice: to help non english | Student | (like me), make the lectures not | Negative | -0.64 | -1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | While the textbook used in this course provide a lot of useful background to the Internet, it's history and trends...etc All good knowledge. I am not sure it's the best teaching tool for this course. It lacks the structure to build up a solid foundation of HTML. If the course stops here, the text may be a good reference for students to explore on their own. With CSS and javascript later in the series, I felt a stronger (both in depth and coverage) HTML proficiency is needed. | may be a good reference for | Student | to explore on their own. With | Positive | 0.86 | 0.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | I definitely Recommend this class to anyone who wants to learn about the basics of web design, HTML5, and coding. The way this course is setup is perfect for beginners with its extremely helpful and insightful readings along with the course lecture video s. The professor has really done an amazing job of teaching and engaging students through the videos while also giving helpful resources and tips for students to venture on their own and investigate the topics further. I highly recommend to follow along, especially with the coding, when the professor suggest it. It will really help out in the long run and help you become familiar with the process. | amazing job of teaching and engaging | Student | through the videos while also giving | Positive | 1.0 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | I definitely Recommend this class to anyone who wants to learn about the basics of web design, HTML5, and coding. The way this course is setup is perfect for beginners with its extremely helpful and insightful readings along with the course lecture video s. The professor has really done an amazing job of teaching and engaging students through the videos while also giving helpful resources and tips for students to venture on their own and investigate the topics further. I highly recommend to follow along, especially with the coding, when the professor suggest it. It will really help out in the long run and help you become familiar with the process. | giving helpful resources and tips for | Student | to venture on their own and | Positive | 0.66 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | A nice course prepared for students starting to learn programming and build a new website. Flow was nice and easy to follow and understand. | A nice course prepared for | Student | starting to learn programming and build | Positive | 0.7 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | An excellent introduction to HTML5 for beginners.The lectures are concise. And the additonal resources provided also leave room for students to experiment on their own. | resources provided also leave room for | Student | to experiment on their own. | Positive | 0.7 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | It was a very good course. I understood everything. My only complaint is that the tests questions were repetitive and so it would be easy to cheat on a second or third attempt and also the final quiz should have been more about writing your own code. I think what should have been tested was the end product by the autograder rather than the exact code. I'm not sure how that would work but it would result in a more precise grade rather than the 87.5% everyone gets and also help the student write his/her own code rather than proofreading and selecting others. I did thoroughly enjoy the course and am looking forward to Course two of the series on CSS3. | everyone gets and also help the | Student | write his/her own code rather than | Positive | 0.75 | 0.5 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | Lectures are great. Colleen sounds very amiable. She has great tips. Downside: You're only required to do some coding for the final project. I think this course would be better if they'll add an in-browser editor so students could play with code after a lecture. Yes, I do play with code after the lecture to get around it, but I think the way the lectures are presented tempt the students not to. So any additional prompts such as in-browser editor - for in-lecture quizzes - definitely will help. | the lectures are presented tempt the | Student | not to. So any additional prompts | Negative | -0.73 | 0.5 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | As a student I am lucky to listen to lectures of such a Professor and course is designed too well | As a | Student | I am lucky to listen to | Positive | 0.82 | 1.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | Excellent Course and Instructor! I would highly recommend this course to any new student interested in learning more about HTML and web development. The course is designed to provide the student with an introductory knowledge of HTML coding and introduces concepts in a very easy to understand manner. | recommend this course to any new | Student | interested in learning more about HTML | Positive | 0.98 | 0.5 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | It's a good course for introducing students to html. it gives a broad intro but you have to take it slow | It's a good course for introducing | Student | to html. it gives a broad | Positive | 0.99 | 0.0 | 0.72 | 1.11 |
| nQ5d7TbQEeWW9BKhJ4xW0Q | This is a complete HTML5 course of which students can learn and practice since this skill is very useful in today's programming market. Highly Recommended for begnners, intermediate, advanced, and professional programmers. | a complete HTML5 course of which | Student | can learn and practice since this | Negative | -0.63 | 0.5 | 0.72 | 1.11 |
| oC5XlyT_EeWs4gorU6Q1Yw | Excellent! But need more examples and situations for the respective concepts. The level of difficulty shall be increased so that students will grasp more of the content! Thanks | difficulty shall be increased so that | Student | will grasp more of the content! | Positive | 0.68 | 0.5 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | Very interesting course. Seems they only mention previous strategy ideas as historical note and attempt to have students not focus on strategical diagrams (PESTLE, Five-Forces, SWAT, etc) but think of what's going on in modern strategy and business. Thus, have you consider new ideas that are coming out in regards to business strategy. | historical note and attempt to have | Student | not focus on strategical diagrams (PESTLE, | Positive | 0.9 | 1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | So far, the best of the courses I've gone through on Coursera. Prof. Austin has made the difficult concepts of Strategic Management look so simple and easy to understand that even candidates with no prior management experience get really well versed with management techniques at the end of this course. I'd strongly recommend all management students to take up this course. | course. I'd strongly recommend all management | Student | to take up this course. | Positive | 0.69 | 1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | Very interesting lecture and inspiring intructor. The lectures are designed for every student so they can have a peripheral view on strategic management, learning materials beside main lectures are also very attractive as well | The lectures are designed for every | Student | so they can have a peripheral | Negative | -0.84 | 1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | This course gives a lot of informations and supports to understand the essentials keys about strategy. I enjoyed myself during these 4weeks. The class is very interresting, the case presented are very concrets and even if we have some difficultyies in english, it's easy to follow the course. I recommand this MOOC for anybody, from all types of formations. It helps to have an idea of the business world when we are a student, and make wiser choices as a company. | business world when we are a | Student | and make wiser choices as a | Positive | 0.72 | 1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | Great Course the english is very well spoken, the literature is very well distributed along the course, the examples are really clear and you can learn on your own pace. I strongly recommend this course for business students, and entrepreneurs. The Capstone project is quit challenging to make you think outside the box, and really encourage you to use all of the features you have learned along the course. Plus the teacher is really clear within the knowledge that is being spread and the content of the course is very current, and can help you open your mind for new ideas. | strongly recommend this course for business | Student | and entrepreneurs. The Capstone project is | Positive | 0.96 | 1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | The actual material in the course is fascinating and quite useful but, as is common with so many Coursera courses, the enjoyment of completing the course is severely hampered by the requirement to review the final assignment of other students. The purposes of these courses is to learn from experts in the field not to grade the work of others. I wish Coursera would really stop professors from pushing their responsibility- grading the work of the students and offering THEIR feedback- onto the students who may or may not have a firm grasp of the material in question. | responsibility- grading the work of the | Student | and offering THEIR feedback- onto the | Positive | 0.65 | -1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | The actual material in the course is fascinating and quite useful but, as is common with so many Coursera courses, the enjoyment of completing the course is severely hampered by the requirement to review the final assignment of other students. The purposes of these courses is to learn from experts in the field not to grade the work of others. I wish Coursera would really stop professors from pushing their responsibility- grading the work of the students and offering THEIR feedback- onto the students who may or may not have a firm grasp of the material in question. | and offering THEIR feedback- onto the | Student | who may or may not have | Positive | 0.72 | -1.0 | 0.8 | 1.18 |
| oC5XlyT_EeWs4gorU6Q1Yw | I like the way that this Course's brought to Students. | way that this Course's brought to | Student | | Positive | 0.8 | 0.5 | 0.8 | 1.18 |
| ODnbKv_6EeSa0SIACyGBQw | I advice NOT to take this course. Why: the professor is never there to read your assignments. He leaves that totally to other students like yourself, to grade your written assignments, and, they do not read and give you a RANDOM grade in 2 seconds. Don't take it, you will waste sooo much time on this one. | He leaves that totally to other | Student | like yourself, to grade your written | Negative | -0.89 | -1.0 | 1.17 | 1.3 |
| ODnbKv_6EeSa0SIACyGBQw | This course is very helpful in giving students a survey in the major thoughts of the modern Western world. The fact that it is carried out by Wesleyan University, a premier Liberal Arts College in the United States, ensures its quality and seminar-style coherence. I find it particularly interesting when each chapeter is started by an assigned reading task with the instructor's videos following, which is a rather typical method by which American collegiates learn humanities. | course is very helpful in giving | Student | a survey in the major thoughts | Positive | 0.66 | 1.0 | 1.17 | 1.3 |
| ODnbKv_6EeSa0SIACyGBQw | What is the Enlightenment? Part One of this course pulls together a number of stimulating readings to introduce the basic concepts of the title. Taught by an expert with grace and style. Stimulating assignments challenge the student to think comparatively and deeply. | and style. Stimulating assignments challenge the | Student | to think comparatively and deeply. | Positive | 0.96 | 1.0 | 1.17 | 1.3 |
| OmgIw0C2EeWZtA4u62x6lQ | This course is useful for student and research fellow. | This course is useful for | Student | and research fellow. | Positive | 0.68 | 0.5 | 0.75 | 1.1 |
| OmgIw0C2EeWZtA4u62x6lQ | For a Chinese student who rarely had experience touch on Western Philosophy, the startling line is a little complex and hard to gain the "pure meaning" of the course. But after look the videos over and over again, I feel better now. In China, I never witnessed a teacher jumping in front of the students, in front of the camera or in the livid classroom. So I really appreciate to see Mr. Moerman who show his passion in the field of study and teaching itself. I really love this course and the "elephants". Now I have less than 24 hours to finish the first assignment. Though many website are forbid by the "Great wall", such as google, I will do my best to finish the assignment which is the first English homework in my life. | For a Chinese | Student | who rarely had experience touch on | Positive | 0.95 | 1.0 | 0.75 | 1.1 |
| OmgIw0C2EeWZtA4u62x6lQ | For a Chinese student who rarely had experience touch on Western Philosophy, the startling line is a little complex and hard to gain the "pure meaning" of the course. But after look the videos over and over again, I feel better now. In China, I never witnessed a teacher jumping in front of the students, in front of the camera or in the livid classroom. So I really appreciate to see Mr. Moerman who show his passion in the field of study and teaching itself. I really love this course and the "elephants". Now I have less than 24 hours to finish the first assignment. Though many website are forbid by the "Great wall", such as google, I will do my best to finish the assignment which is the first English homework in my life. | teacher jumping in front of the | Student | in front of the camera or | Negative | -0.75 | 1.0 | 0.75 | 1.1 |
| OrpXgQt0EeS5diIACoo5jQ | Certainly a great and useful topic considering PS skill take a long time to nurture, and good speakers are not born, they trained themselves. Also the respectable instructor interact with the students in a lively and efficient manner. Keeping it all simpler | the respectable instructor interact with the | Student | in a lively and efficient manner. | Positive | 0.98 | 0.5 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | This is a amazing class, I have gain a lot of tools for getting over the public speaking apprehension and becoming a better speaker. The lectures are pretty straight-forward with good guidance for each topic given for the section of the course. The peer review for assignments is helpful with feedback as well as some tips from other students who enroll in the course. I have noticed my speaking confidence has grown to where I'm at a comfortable stance when speaking publicly, as well as sounding intelligence and elaborating topics better. I do believe this is a must take course if you wish to improve your ability to communicate publicly. | well as some tips from other | Student | who enroll in the course. I | Positive | 0.75 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | I am learning a ton in this class. Dr. McGarrity's explanation has been fantastic. I think you get more out of this class when you submit your own speeches and get and give feedback from other students. | get and give feedback from other | Student | | Negative | -0.64 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | Extraordinary course, Mister Mc Garrity present this the magnific way and clear. I am a Teacher and also Law Student and this course was for my awesome. Thanks very much for your knowledge and Wisdom. Francisco | am a Teacher and also Law | Student | and this course was for my | Positive | 0.67 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | This course has been extremely helpful and fun. I have learned allot from it, and have enjoyed it's intense amount of knowledge. Each week, my perspective on what a good public speaker was changed. I was even able to apply it to everyday things in life. Such as listening to a sermon on Sunday, or participating in a audit with my employer. Overall I greatly appreciate the effort made here to educate more public speakers. I have learned so much and am not looking forward to the end of this course in a few weeks! Thank you to all who made this possible- ~A Student | all who made this possible- ~A | Student | | Negative | -0.93 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | I have previewed several courses before choosing this one and came to the conclusion that "Introduction to Public Speaking" is a very useful one and well done from the point of view of teaching skills. I enrolled in this course and recommended it to my students as I suppose "Introduction to Public Speaking" is a must for any teacher. | course and recommended it to my | Student | as I suppose " Introduction to | Positive | 0.93 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | An absolute must for any student or professional. It delivers way more that it promises and all the lessons apply to written communication as well, specially towards the end. | An absolute must for any | Student | or professional. It delivers way more | Positive | 0.92 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | A must do for students of every age. A cradle to the grave philosophy... | A must do for | Student | of every age. A cradle to | Positive | 0.92 | 1.0 | 0.59 | 1.25 |
| OrpXgQt0EeS5diIACoo5jQ | perfect course for law students | perfect course for law | Student | | Positive | 0.74 | 1.0 | 0.59 | 1.25 |
| P--h6zpNEeWYbg7p2_3OHQ | Dr. Chuck is an excellent instructor. He breaks out Python program into easily digestible chunks and helps his students work through the details at every step. His enthusiasm is contagious. | easily digestible chunks and helps his | Student | work through the details at every | Positive | 0.93 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | I've gone from having hardly any idea about programming to a passionate python student. Many thanks to Coursera and Dr Chuck and everyone else involved. | about programming to a passionate python | Student | Many thanks to Coursera and Dr | Positive | 0.93 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Python Data Structures is a great course for anyone who is interested in learning computer programming. The concepts taught here are very relevant to the field of Computer Science and apply to any programming language. The fact that this course uses Python for teaching programming is not a limitation, but rather a boon for students who may be intimidated by other programming languages. Python is easy and very fun to learn. It is also utilized by many large companies for things such as data analysis and modeling, so developing a fluency with Python is a valuable skill. Dr. Chuck speaks and teaches well, and he is very enthusiastic about the subject of Computer Science. My favorite thing about him is that he shows multiple examples during lectures. It also helps that he knows how to relax and have fun at times. I highly recommend him to any student! | I highly recommend him to any | Student | | Positive | 1.0 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | I love the course! Everything becomes clear and quite easy. Thank you Dr. Chuck for your manner of teaching, it's really awesome, it keeps students interested and makes them never give up! | teaching, it's really awesome, it keeps | Student | interested and makes them never give | Positive | 0.94 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | The instructor is very positive and he encourages the students to think and solve the problem.I have taken my courses taught by doctor Charles and I can say that he is amazing professor .I wish he taught at my university. | very positive and he encourages the | Student | to think and solve the problem. | Positive | 0.7 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | The Professor is excellent and very student-friendly, and the course material is very clear. Two issues though: 1) List comprehensions should be introduced. They are extremely powerful and should really be introduced at this stage. 2) Charging $79 for this course seems like poor value for money, specially for a student like me. It doesn't go into great detail and the price point for what is a 5-6 hour course with simple exercises seems too high. | value for money, specially for a | Student | like me. It doesn't go into | Negative | -0.88 | 0.5 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | maybe could be more in depth. I really appreciated how passionate Dr Chuck is and how much he cares about his students even in online lectures. Thank you!! | how much he cares about his | Student | even in online lectures. Thank you! | Positive | 0.74 | 0.5 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Although simple it is a quite an effective course. The platform is reliable, the host is great, the assignment well calibrated and, although they made sound pointless, I quite enjoy the short students around the world videos. Thanks!! | pointless, I quite enjoy the short | Student | around the world videos. Thanks! ! | Positive | 0.75 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | A really good course. And it's really fit students who have pass the course" Python for Everyone" and want to learning more about python. | good course. And it's really fit | Student | who have pass the course" Python | Negative | -0.83 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | This is an excellent course to understand Python data structures. Charles Severance is clearly an expert of the subject and does an excellent job fostering understanding in students. He explains concepts in a way that is very easy to understand for anyone, especially those new to programming. | an excellent job fostering understanding in | Student | He explains concepts in a way | Positive | 1.0 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | I think this course it is fundamental for give to student a perfect basis for learn to programming and knowlegde of science computation. | it is fundamental for give to | Student | a perfect basis for learn to | Positive | 0.93 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | This class provides an introduction to all of the 'containers' used in Python to store and pass data. Charles Severance continues to provide excellent instruction on how these tools can be implemented and what they are capable of. Upon finishing this class, the student should know all of the basic commands used for building a program, along with simple techniques and implementations. | of. Upon finishing this class, the | Student | should know all of the basic | Negative | -0.88 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | It became difficult to follow near the end despite watching all the videos and student curated notes. I feel like I need more guidance during the actual assignments. I do something wrong but am not sure where to reference to fix my code despite using internet resources. It would be nice if there were "hints" along the way for ways to fix the code. | despite watching all the videos and | Student | curated notes. I feel like I | Negative | -0.86 | 0.5 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | The book really gave more details about the individual chapters. Hence it was easy to do the assignments and quizzes without watching the videos. I recommend that specializations should follow this trend, so students who find it difficult to access Internet can use the book as a guide. More examples are needed to understand the concepts especially Tuples and DIctionary | specializations should follow this trend, so | Student | who find it difficult to access | Positive | 0.79 | 0.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Great experience as a hobbyist. My first Coursera course that I actually managed to complete. Graded Assignments are very good, they test a student in most areas and probe alternate ways of writing code. Professor is great, love the tea toast and the graduation hat :). Thank you Professor Severance for this wonderful course. Only one feedback: The Quizzes are way too easy and in most cases doesn't require any critical thinking on the part of the student. The complexity needs to be increased a bit. | are very good, they test a | Student | in most areas and probe alternate | Positive | 0.96 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Yet another excellent course with Dr. Chuck. Thank you! Key positives: Dr. Chuck patiently covers the "pain-points" that are difficult for students to learn on their own but tend to be overlooked by codecademy.com and codeschool.com. It's also nice to see him making occasional errors in the code because that humanizes the learning experience. The biggest bonus, however, is his interviews with the "star programmers" / language developers. These interviews make the student feel like he's already part of an "elite" albeit in a nascent cocoon phase. Before I forget, I also think the videos of the international office hours are far more important than one would initially imagine in forging a sense of MOOC camaraderie that would otherwise be absent--being a MOOC student can be lonely experience. The video snippets also serve to provide a moment of respite from the assignments. | " pain-points" that are difficult for | Student | to learn on their own but | Positive | 0.7 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Yet another excellent course with Dr. Chuck. Thank you! Key positives: Dr. Chuck patiently covers the "pain-points" that are difficult for students to learn on their own but tend to be overlooked by codecademy.com and codeschool.com. It's also nice to see him making occasional errors in the code because that humanizes the learning experience. The biggest bonus, however, is his interviews with the "star programmers" / language developers. These interviews make the student feel like he's already part of an "elite" albeit in a nascent cocoon phase. Before I forget, I also think the videos of the international office hours are far more important than one would initially imagine in forging a sense of MOOC camaraderie that would otherwise be absent--being a MOOC student can be lonely experience. The video snippets also serve to provide a moment of respite from the assignments. | language developers. These interviews make the | Student | feel like he's already part of | Negative | -0.68 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Yet another excellent course with Dr. Chuck. Thank you! Key positives: Dr. Chuck patiently covers the "pain-points" that are difficult for students to learn on their own but tend to be overlooked by codecademy.com and codeschool.com. It's also nice to see him making occasional errors in the code because that humanizes the learning experience. The biggest bonus, however, is his interviews with the "star programmers" / language developers. These interviews make the student feel like he's already part of an "elite" albeit in a nascent cocoon phase. Before I forget, I also think the videos of the international office hours are far more important than one would initially imagine in forging a sense of MOOC camaraderie that would otherwise be absent--being a MOOC student can be lonely experience. The video snippets also serve to provide a moment of respite from the assignments. | would otherwise be absent--being a MOOC | Student | can be lonely experience. The video | Positive | 0.67 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | This course provides a gentle dive into the ocean of programming. I had no previous formal exposure to coding, and I love the way Dr.Chuck introduces each concept and drills them into the students in a way that is just so awesome! | concept and drills them into the | Student | in a way that is just | Positive | 0.75 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | It was very enjoyable to learn Python in this course. I have programming experience so it was easy but the way this course was taught compared to other online classes I have taken is exceptional. It was fun and instructional. Seeing video of other students around the world and the fun that Dr. Chuck convey throughout the class made it so enjoyable. Thank you very much to Dr Chuck and all his collaborators on this course. I look forward to one day to meet Dr Chuck and personally thank you for being who he is a very giving individual and inspiring many others to do the same. | and instructional. Seeing video of other | Student | around the world and the fun | Positive | 0.88 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Dr. Chuck is very good at teaching this class! His dedication to this course makes students know more about the essence of Python! Go Dr. Chuck! Go Python! | His dedication to this course makes | Student | know more about the essence of | Positive | 0.93 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Another joyful Python course from Dr. Charles Severance. Course were very dense, there was no boring details; give fundamentals, rest of it depends interest of the student. Also thanks for bonus videos and interviews. Most of them are very inspiring. I understand from Dr.'s courses that everyone seeing your job will enjoy if you enjoy by doing it. Thanks a lot. | of it depends interest of the | Student | Also thanks for bonus videos and | Positive | 0.73 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | No doubt that this is a very helpful course for a beginner to learn Python. I would love to solve more assignments. Even if all the assignments are not graded, its fine but just for sake of practice let students like me solve more of them. Dr. Chuck explains all the topics very nicely. I would request him to go a little deep in topics. By way of example, it would have been great if he taught us the mechanism in which data is stored in Dectionaries (Hashing). | just for sake of practice let | Student | like me solve more of them. | Negative | -0.94 | 0.5 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | This course is definitely the perfect companion to the previous course on Python. To all of the students who completed the first Python course, this is definitely a step worth taking! | on Python. To all of the | Student | who completed the first Python course, | Positive | 0.93 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | I love Dr Chucks way of teaching and making you see how fun programming can be! This is one of the main reasons that keeps me here, even though I'm a junior Engineering student + part time jobat a lab. Totally worth it! | even though I'm a junior Engineering | Student | + part time jobat a lab. | Negative | -0.64 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | It's really fun become Dr.Chuck web base student. I wish I could become one of his real student. This course is really great. BONJOUR | fun become Dr. Chuck web base | Student | I wish I could become one | Negative | -0.71 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | It's really fun become Dr.Chuck web base student. I wish I could become one of his real student. This course is really great. BONJOUR | could become one of his real | Student | This course is really great. BONJOUR | Positive | 1.0 | 1.0 | 0.72 | 1.24 |
| P--h6zpNEeWYbg7p2_3OHQ | Fabulous course. The lectures are good. Quizzes and assignments have started to be, applying what you've "learned", not just regurgitation. Very nice. The bonus material show how the different technologies are related and the genesis of many of them by individuals who participated in then. Very cool. Thanks much. It was most enjoyable. I also like that you can move at your own pace. If you're new to the profession, a quick learner or re-tooling, it's move as fast or as slow as you want. This is been very helpful for myself. I'm retooling and have become a "college" student again. Great fun. Thanks much!! | and have become a " college" | Student | again. Great fun. Thanks much! ! | Positive | 1.0 | 1.0 | 0.72 | 1.24 |
| PLnREdJzEeSeOiIACzWBkQ | This course gives a concise intro to the basics of project management, largely based on PMI PMBOK guide. The course is useful to get acquainted with or refresh knowledge on project management principles. It would be nice if auditing students could also do the quizzes (even if without marks) to self-check and complete the course. As is, I was unable to find a way to "complete" in a way that would move the course from enrolled to completed on my profile. | It would be nice if auditing | Student | could also do the quizzes (even | Negative | -0.87 | 0.5 | 0.88 | 0.98 |
| PLnREdJzEeSeOiIACzWBkQ | I have just finished the course. The course professor has used real life cases to link up with the course material which helps students to connect well with the concepts being used. Very useful for those who are getting into project management but have not done any specific certification around project management. In fact, I would recommend this course to all those getting into jobs as a bit of project managements does impact all of us even if we are not driving any project. Knowledge about project managements basics will enable us to contribute better towards successful completion of projects. | with the course material which helps | Student | to connect well with the concepts | Positive | 0.99 | 0.5 | 0.88 | 0.98 |
| PLnREdJzEeSeOiIACzWBkQ | I learnt so much from this course. The lecture are well articulated. The Course instructor, Rob Stone, PMP, M.Ed., is highly knowledgeable and able to meet the students at any level. It is very easy to follow him and comprehend his explanations. Very great instructor. Thank you very much Rob Stone, PMP, M.Ed., and GOD bless you big. Namaste | knowledgeable and able to meet the | Student | at any level. It is very | Negative | -0.76 | 1.0 | 0.88 | 0.98 |
| PLnREdJzEeSeOiIACzWBkQ | It would be nice to encurage the students to use a project they are working on to apply the knowlegde while still taking the course. | would be nice to encurage the | Student | to use a project they are | Negative | -0.81 | 0.5 | 0.88 | 0.98 |
| PLnREdJzEeSeOiIACzWBkQ | Thanks University of California - Irvine to create a great program with a lot of necessary knowledge in project management. But I wish that I will can reach and have more in-depth knowledge related to project manager. But I think that when we get and can apply it to my jobs in nature will be it better than. Thank Profession Rob Stone very much. Minh Cuong ( a student come from Viet Nam) | very much. Minh Cuong ( a | Student | come from Viet Nam) | Positive | 0.7 | 0.5 | 0.88 | 0.98 |
| PLnREdJzEeSeOiIACzWBkQ | This course seemed to me the most un-interesting course. The content though important was not taught in a way to engage the student. The professor basically read everything. I could have easily done with slides than a lecture. Hopefully, this course can be revised to make it more exciting, interesting and engaging. | in a way to engage the | Student | The professor basically read everything. I | Positive | 0.67 | -0.5 | 0.88 | 0.98 |
| PLnREdJzEeSeOiIACzWBkQ | Good course and well teachers well students. | Good course and well teachers well | Student | | Positive | 0.77 | 0.5 | 0.88 | 0.98 |
| prHAajqwEeWXuQopUhAqaw | Basic understanding. Recommend to those under graduate students. | understanding. Recommend to those under graduate | Student | | Positive | 0.91 | 0.5 | 0.84 | 1.03 |
| prHAajqwEeWXuQopUhAqaw | Very superficial teachings. This course seems aimed at non legal students, considering the very rare references to the legal instruments' articles. For the price paid, I could have found most information on Wikipedia... Furthermore, the staff isn't responding AT ALL to the —many—requests of the students regarding errors in the questionaries, deadline explanations, etc. Even worse, the subtitles to the videos are full of small typos and wrong transcriptions, sometimes changing the meaning of a sentence, thereby confusing the audience. | course seems aimed at non legal | Student | considering the very rare references to | Positive | 0.85 | -0.5 | 0.84 | 1.03 |
| prHAajqwEeWXuQopUhAqaw | Very superficial teachings. This course seems aimed at non legal students, considering the very rare references to the legal instruments' articles. For the price paid, I could have found most information on Wikipedia... Furthermore, the staff isn't responding AT ALL to the —many—requests of the students regarding errors in the questionaries, deadline explanations, etc. Even worse, the subtitles to the videos are full of small typos and wrong transcriptions, sometimes changing the meaning of a sentence, thereby confusing the audience. | ALL to the —many—requests of the | Student | regarding errors in the questionaries, deadline | Negative | -0.74 | -0.5 | 0.84 | 1.03 |
| prHAajqwEeWXuQopUhAqaw | Some good content. However, text has numerous spelling mistakes and there is no involvement by academic staff. Nor can one see one's answers to quizzes once done., nor standard answers provided. As with so many Coursera MOOC's, little involvement by fellow students in discussion fora. No certificate on completion, which is a pity because the cost of a purchased one is somewhat prohibitive for third world students with our exchange rates. | is somewhat prohibitive for third world | Student | with our exchange rates. | Positive | 0.84 | -0.5 | 0.84 | 1.03 |
| prHAajqwEeWXuQopUhAqaw | As a student of Criminal Justice and Law in the US, this course was very different from my other work. I found it very interesting and learned a great deal about how law and legal issues are handled around the world. The instructors did a great job, the course was well put together. Thanks for a new and exciting experience. | As a | Student | of Criminal Justice and Law in | Positive | 0.93 | 1.0 | 0.84 | 1.03 |
| q6P-8ed8EeSglCIACzUL2A | Very basic info suited for highschool students. Many errors in transcripts that you will just have to slog through. | Very basic info suited for highschool | Student | Many errors in transcripts that you | Negative | -0.68 | -0.5 | 0.64 | 0.85 |
| q6P-8ed8EeSglCIACzUL2A | First of all, thank you for the course, as it enables students to get a bit more up-to-date and knowledgeable in the topic. On the other hand, unfortunately it's not worth one's time as it didn't deliver very good quality, nor on its promise regarding "The Big Picture". Pros: Easy to understand. Self-paced. Objectivity and positive overall message. Cons: Overall quality and clarity of the lectures is not very good. Lectures are a bit hard to follow, not because of the complexity of the topic, but because of some controversial and outdated data, and the speaking and presentation style of the lecturer. Assignments contain too many trivial questions, but also some mistakes which makes some questions impossible to answer correctly, based on the lectures, or at all. No staff engagement or feedback on the forums, which is especially problematic regarding to aforementioned mistakes. The title and description of the course don't inform students that it is completely US-centric, and mostly concentrating on petroleum/oil. So along with a lot of important topics, "The Big Picture" is missing. | for the course, as it enables | Student | to get a bit more up-to-date | Positive | 0.74 | -0.5 | 0.64 | 0.85 |
| q6P-8ed8EeSglCIACzUL2A | First of all, thank you for the course, as it enables students to get a bit more up-to-date and knowledgeable in the topic. On the other hand, unfortunately it's not worth one's time as it didn't deliver very good quality, nor on its promise regarding "The Big Picture". Pros: Easy to understand. Self-paced. Objectivity and positive overall message. Cons: Overall quality and clarity of the lectures is not very good. Lectures are a bit hard to follow, not because of the complexity of the topic, but because of some controversial and outdated data, and the speaking and presentation style of the lecturer. Assignments contain too many trivial questions, but also some mistakes which makes some questions impossible to answer correctly, based on the lectures, or at all. No staff engagement or feedback on the forums, which is especially problematic regarding to aforementioned mistakes. The title and description of the course don't inform students that it is completely US-centric, and mostly concentrating on petroleum/oil. So along with a lot of important topics, "The Big Picture" is missing. | description of the course don't inform | Student | that it is completely US-centric, and | Negative | -0.73 | -0.5 | 0.64 | 0.85 |
| q78Cq1x8EeW9BBKT5ztNhQ | The course is quite simple and easy to follow. Very suitable for students who have no understandings in this area. The workload is also small so I suggest those who were major in biology or chemistry you dont have to follow this course. | easy to follow. Very suitable for | Student | who have no understandings in this | Positive | 0.8 | 1.0 | 1.15 | 1.29 |
| q78Cq1x8EeW9BBKT5ztNhQ | Hello all. I'm glad I took this course successfully. However, I have some notes. As a 4th year medical student, I see that the information is superficial. I finished the course in around 3 weeks, so medical students wouldn't get so much benefit out of the course. I wanted to learn more details, specially in depth about each type of the 5 cancers from the basics to clinical. Secondly, there was no interaction between the students and the doctor supervising the course in the discussion blogs. Thirdly, I believe that the assessment was too easy. I suggest a 60% passing grade with a more challenging assessment. Finally, this is my personal opinion. I enjoyed the course and I would like to see more improvement in the future. | notes. As a 4th year medical | Student | I see that the information is | Positive | 0.72 | -1.0 | 1.15 | 1.29 |
| q78Cq1x8EeW9BBKT5ztNhQ | Hello all. I'm glad I took this course successfully. However, I have some notes. As a 4th year medical student, I see that the information is superficial. I finished the course in around 3 weeks, so medical students wouldn't get so much benefit out of the course. I wanted to learn more details, specially in depth about each type of the 5 cancers from the basics to clinical. Secondly, there was no interaction between the students and the doctor supervising the course in the discussion blogs. Thirdly, I believe that the assessment was too easy. I suggest a 60% passing grade with a more challenging assessment. Finally, this is my personal opinion. I enjoyed the course and I would like to see more improvement in the future. | in around 3 weeks, so medical | Student | wouldn't get so much benefit out | Negative | -0.81 | -1.0 | 1.15 | 1.29 |
| q78Cq1x8EeW9BBKT5ztNhQ | Hello all. I'm glad I took this course successfully. However, I have some notes. As a 4th year medical student, I see that the information is superficial. I finished the course in around 3 weeks, so medical students wouldn't get so much benefit out of the course. I wanted to learn more details, specially in depth about each type of the 5 cancers from the basics to clinical. Secondly, there was no interaction between the students and the doctor supervising the course in the discussion blogs. Thirdly, I believe that the assessment was too easy. I suggest a 60% passing grade with a more challenging assessment. Finally, this is my personal opinion. I enjoyed the course and I would like to see more improvement in the future. | there was no interaction between the | Student | and the doctor supervising the course | Negative | -0.99 | -1.0 | 1.15 | 1.29 |
| QEXoJRBmEeWhsgqB1eduww | This is a great course. Students learn a lot about themselves and others that helps build lasting happiness through internal control and building strong healthy relationships. | This is a great course. | Student | learn a lot about themselves and | Positive | 1.0 | 1.0 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | Rich, great and intense course. Be aware of the implication of the students before enrolling in order to be stressed about the exercice that need you to work / think of it every week. Thank you for the content which is really rich. | aware of the implication of the | Student | before enrolling in order to be | Negative | -0.66 | 0.5 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | I am still a student under this course but i am all starting to get happy and happy about myself and my life day by day, this course is the best and i recommend it to everyone who want to lead a happy and lovely life , we all have problems in our life ,buts its always good to be happy from small things that gives us happiness everyday. | I am still a | Student | under this course but i am | Positive | 0.72 | 1.0 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | The class was absolutely Wonderful, however I don't have the time to go at a student's pace (work , hom, life in general). I was trying to go back and finish week 6 video #4 but was unable to open the course! I want to llearn I wasn't aware there was a time limit to learn happiness. :( | the time to go at a | Student | pace (work , hom, life in | Positive | 0.86 | 0.0 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | I loved this course. I'm a clinical psychologist who works at a university counseling center. Raj distills several principles of a very notable treatment called Dialectical Behavior Therapy into an easily understandable set of assignments. I will refer many students to this course. Raj is an enthusiastic personable lecturer. I'm so impressed that this course was supported by a business school. | of assignments. I will refer many | Student | to this course. Raj is an | Positive | 0.66 | 1.0 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | I liked it a lot. Not sure I learned a whole lot new, but isn't it so helpful to spend 6 weeks immersed in practice? I think so! He clearly had way more info than he could go through in six weeks -- you could tell by the number of guest speakers, extra research students could do. He did a great job condensing and picking out the most basic and core elements. A lot of group effort -- first course I've taken where I've seen how MANY people were involved in pulling it off.... | number of guest speakers, extra research | Student | could do. He did a great | Positive | 0.91 | 0.5 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | This is a very complete course if you want to understand how happiness can be achieved in your daily life and practice different methods to internalize them. Definitively after taking this course, your view about happiness will be different, and if you were neglecting happiness in your life, you will have now a motive to prioritize it in your life. I want to congratulate Dr. Raj and the course's support team. The idea, research done, the video assembling, the quick tests, etc., are well engaged and create a great synergy throughout the course in favour of the student. This methodology helps a lot to internalize the ideas and it is so playful that despite you will have to work in the course, you will do it happy. | the course in favour of the | Student | This methodology helps a lot to | Positive | 0.93 | 1.0 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | I really enjoyed this course for many reasons. I found it very useful in helping me identify things that make me happy and how to experience them more often and also other aspects and habits of the highly happy. The exercises are very engaging, pushing the students out of their comfort zone just the right amount. Also, I found the teacher, Prof. Raj, to be a really nice, down-to-earth kind of guy, which made it easier for me to follow the course - not the best actor, but a great teacher ;). He is the kind of guy I would be happy to hang out with and share a beer or two :) | exercises are very engaging, pushing the | Student | out of their comfort zone just | Positive | 0.88 | 1.0 | 0.64 | 1.15 |
| QEXoJRBmEeWhsgqB1eduww | Awesome course. I want to thank all the people who worked on this course. Especially I want to express gratitude to Prof. Raj, he is a really good teacher, I watched every video with a big interest. Your students in universities are big luckers to have such a great teacher. Prof. Raj and his team have done a big job, learned a lot of materials, took a lot of interviews etc. just for preparing this terrific course for us. Thank you so much. English is not my native language, maybe I did some mistakes, but I hope I've expressed my gratitude pretty clear. | video with a big interest. Your | Student | in universities are big luckers to | Negative | -0.7 | 1.0 | 0.64 | 1.15 |
| qLFYrxnoEeWwrBKfKrqlSQ | Not enough implication from the instructors in the course. Students are left alone with the material, without any answers to there questions on the course. Peer review process subject to personal interpretation and leading to frustration for the students. That's quite unfortunate as this provides a bad experience whereas the course might have been good without that. | from the instructors in the course. | Student | are left alone with the material, | Negative | -0.72 | -0.5 | 0.93 | 1.17 |
| qLFYrxnoEeWwrBKfKrqlSQ | Not enough implication from the instructors in the course. Students are left alone with the material, without any answers to there questions on the course. Peer review process subject to personal interpretation and leading to frustration for the students. That's quite unfortunate as this provides a bad experience whereas the course might have been good without that. | and leading to frustration for the | Student | That's quite unfortunate as this provides | Positive | 0.71 | -0.5 | 0.93 | 1.17 |
| qLFYrxnoEeWwrBKfKrqlSQ | Avoid this course like the plague. Terribly taught, no support, problems only vaguely related to the course material, and designed to force you to buy the manual for the course. The next classes in the specialization get even worse, with the student forums full of students who can't get any help though the grueling process of installing Oracle, Pentaho, etc. on a personal laptop. I was fortunate to have experience with the tools, would have never managed to finish the course just based on the terribly taught material. | specialization get even worse, with the | Student | forums full of students who can't | Negative | -0.99 | -1.0 | 0.93 | 1.17 |
| qLFYrxnoEeWwrBKfKrqlSQ | Avoid this course like the plague. Terribly taught, no support, problems only vaguely related to the course material, and designed to force you to buy the manual for the course. The next classes in the specialization get even worse, with the student forums full of students who can't get any help though the grueling process of installing Oracle, Pentaho, etc. on a personal laptop. I was fortunate to have experience with the tools, would have never managed to finish the course just based on the terribly taught material. | with the student forums full of | Student | who can't get any help though | Negative | -0.79 | -1.0 | 0.93 | 1.17 |
| qLFYrxnoEeWwrBKfKrqlSQ | Severe lack of support (zero) from the professor or TAs. Some wrong solutions were provided for assigments but were never addressed or acknowledged that it will be fixed. Some assignment files are not Mac friendly or is just not viewable by all students (I can't tell). Materials are quite good but grading is subject to broad interpretations and there is no human to provide guidance on what are the best practices. To think that I paid for the specialisation in order to take the graded assignment AND I have to do the grading BUT I do not receive support? This is ridiculous. I will have to think three times before I pay for a Coursera course in the future. Never again. I will not recommend this to others. | is just not viewable by all | Student | (I can't tell). Materials are quite | Negative | -0.91 | -1.0 | 0.93 | 1.17 |
| qLFYrxnoEeWwrBKfKrqlSQ | This is a very well planned course. In a few weeks, the student learn a lot of things in a way that he/she consolidates the fundamental knowledge about databases. Congratulations to the course designers and thanks for the opportunity to learn all the concepts treated here! Thiago from Brasil. =) | course. In a few weeks, the | Student | learn a lot of things in | Positive | 0.8 | 1.0 | 0.93 | 1.17 |
| qO2z-Zz8EeWJORITtzkPnQ | It is an excellent course and provides deep knowledge of macroeconomics with practical examples. Every economics student / professional must attend this course. | macroeconomics with practical examples. Every economics | Student | / professional must attend this course. | Negative | -0.68 | 1.0 | 0.88 | 1.04 |
| qO2z-Zz8EeWJORITtzkPnQ | Very good course, as all in the specialization, the professor shows a great devotion to getting the students to understand these very complex topi | a great devotion to getting the | Student | to understand these very complex topi | Positive | 1.0 | 0.5 | 0.88 | 1.04 |
| QO7QgCzfEeWv_w7cMMH1Uw | Great for beginners and Undergrad students | Great for beginners and Undergrad | Student | | Positive | 0.85 | 1.0 | 1.18 | 1.2 |
| QO7QgCzfEeWv_w7cMMH1Uw | Headed downhill. Lessons are starting to feel like not enough time was put into preperation... or like this course was assigned as a project to some students so the professor could make a dollar (like textbooks). One of the instructors even said at one point they didn't have enough time. What does that even mean in an online course. You could be fixing it right now and improving the course. This whole thing is being handled like a college course and that is crazy. On-line courses can undergo continual improvement. The college course paradigm is dying because we can do it better now. Fail. | assigned as a project to some | Student | so the professor could make a | Negative | -0.98 | -0.5 | 1.18 | 1.2 |
| QoJxNRnoEeW9dA4X94-nLQ | There needs to be more help available, at least for paying students, to answer questions and clear misunderstanding. The quizzes are taking too much time. | help available, at least for paying | Student | to answer questions and clear misunderstanding. | Negative | -0.73 | -1.0 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | I will start with you do learn a lot from the videos (and the stuff you learn is very valuable), it's the absence of staff or professor involvement that is a problem and why I am not giving 5 stars. Outside of quizzes which are graded by computers, your "practice" assignments (which aren't practice because you can't check your answers before a test, super awesome when you can't really ask for help), final project and forum questions are graded or answered by other students. If you have any confusion, either it will go unresolved or be worsened by potentially wrong answers from other students which I saw happen many, many times. Maybe I am expecting too much from an online learning platform? In all, I feel like while I did learn, I perhaps learned some wrong practices too. So while the videos are great, the actual teacher involvement is poor. Coursera - I am not sure how you and the university work together, but is it totally strange to desire some input from your professor? | are graded or answered by other | Student | If you have any confusion, either | Negative | -0.83 | 0.0 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | I will start with you do learn a lot from the videos (and the stuff you learn is very valuable), it's the absence of staff or professor involvement that is a problem and why I am not giving 5 stars. Outside of quizzes which are graded by computers, your "practice" assignments (which aren't practice because you can't check your answers before a test, super awesome when you can't really ask for help), final project and forum questions are graded or answered by other students. If you have any confusion, either it will go unresolved or be worsened by potentially wrong answers from other students which I saw happen many, many times. Maybe I am expecting too much from an online learning platform? In all, I feel like while I did learn, I perhaps learned some wrong practices too. So while the videos are great, the actual teacher involvement is poor. Coursera - I am not sure how you and the university work together, but is it totally strange to desire some input from your professor? | by potentially wrong answers from other | Student | which I saw happen many, many | Negative | -0.65 | 0.0 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | Prof. Jana S. Borg is the simply the best! Every lecture material (videos/exercises/final project) is carefully crafted to optimize student's learning experience. She's made the learning fun and that's not easy to do! Now, let's talk about the reason why I didn't give this course a full 5-star rating.... It's the students! As you might already know, this class requires us to put together a 5-minute screencast video that will demonstrate our understanding in 1) Tableau, 2) Business Analytics and 3) Presentation skills. Unfortunately, most of the students only care about the first one while blatantly ignoring the other two. And that makes the grading process a pain in the..errr.... you know what! Another important reminder. Be sure to submit the final project days before the deadline. Otherwise, you might be at risk of not getting graded by 3 other students! On the forum, a student claimed that she was forced to join this session because she couldn't get 3 peers to grade her project TWO SESSIONS ago! The horror! | project) is carefully crafted to optimize | Student | learning experience. She's made the learning | Positive | 0.91 | 0.5 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | Prof. Jana S. Borg is the simply the best! Every lecture material (videos/exercises/final project) is carefully crafted to optimize student's learning experience. She's made the learning fun and that's not easy to do! Now, let's talk about the reason why I didn't give this course a full 5-star rating.... It's the students! As you might already know, this class requires us to put together a 5-minute screencast video that will demonstrate our understanding in 1) Tableau, 2) Business Analytics and 3) Presentation skills. Unfortunately, most of the students only care about the first one while blatantly ignoring the other two. And that makes the grading process a pain in the..errr.... you know what! Another important reminder. Be sure to submit the final project days before the deadline. Otherwise, you might be at risk of not getting graded by 3 other students! On the forum, a student claimed that she was forced to join this session because she couldn't get 3 peers to grade her project TWO SESSIONS ago! The horror! | rating. . . . It's the | Student | As you might already know, this | Negative | -0.84 | 0.5 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | Prof. Jana S. Borg is the simply the best! Every lecture material (videos/exercises/final project) is carefully crafted to optimize student's learning experience. She's made the learning fun and that's not easy to do! Now, let's talk about the reason why I didn't give this course a full 5-star rating.... It's the students! As you might already know, this class requires us to put together a 5-minute screencast video that will demonstrate our understanding in 1) Tableau, 2) Business Analytics and 3) Presentation skills. Unfortunately, most of the students only care about the first one while blatantly ignoring the other two. And that makes the grading process a pain in the..errr.... you know what! Another important reminder. Be sure to submit the final project days before the deadline. Otherwise, you might be at risk of not getting graded by 3 other students! On the forum, a student claimed that she was forced to join this session because she couldn't get 3 peers to grade her project TWO SESSIONS ago! The horror! | Presentation skills. Unfortunately, most of the | Student | only care about the first one | Negative | -0.9 | 0.5 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | Prof. Jana S. Borg is the simply the best! Every lecture material (videos/exercises/final project) is carefully crafted to optimize student's learning experience. She's made the learning fun and that's not easy to do! Now, let's talk about the reason why I didn't give this course a full 5-star rating.... It's the students! As you might already know, this class requires us to put together a 5-minute screencast video that will demonstrate our understanding in 1) Tableau, 2) Business Analytics and 3) Presentation skills. Unfortunately, most of the students only care about the first one while blatantly ignoring the other two. And that makes the grading process a pain in the..errr.... you know what! Another important reminder. Be sure to submit the final project days before the deadline. Otherwise, you might be at risk of not getting graded by 3 other students! On the forum, a student claimed that she was forced to join this session because she couldn't get 3 peers to grade her project TWO SESSIONS ago! The horror! | not getting graded by 3 other | Student | On the forum, a student claimed | Positive | 0.77 | 0.5 | 0.95 | 0.99 |
| QoJxNRnoEeW9dA4X94-nLQ | The course content is itself interesting but the lack of active mentors to provide guidance makes the course really difficult to learn. So many unanswered questions on the discussion board and many confused students. I am so glad I am not paying for this course. | the discussion board and many confused | Student | I am so glad I am | Positive | 0.8 | -1.0 | 0.95 | 0.99 |
| Qzq_RhPlEeWfzgpfp_iBVw | too easy so not suitable for students with some programming experience. | too easy so not suitable for | Student | with some programming experience. | Negative | -0.77 | 0.5 | 0.77 | 0.97 |
| Qzq_RhPlEeWfzgpfp_iBVw | very well course for the new student first time learning to write the code and the teacher was excellent in the class. | very well course for the new | Student | first time learning to write the | Positive | 0.93 | 1.0 | 0.77 | 0.97 |
| Qzq_RhPlEeWfzgpfp_iBVw | The content is good but should be more organized. More instructions and explanation should be provided for exercises. Particularly, the auto grading system should be improved. Besides a simple term like "compile error", more explanation should be provided to help students debugging. | explanation should be provided to help | Student | debugging. | Negative | -0.68 | 0.5 | 0.77 | 0.97 |
| r8zaNVu-EeW0ugrg2GGh4Q | The contents and quality of the video lectures are great. The quality of the supplementary materials (like the quizzes and the Matlab code) provided by TAs for the assignments are very poor. The assignment guides are written with very poor grammar. The Matlab code is written using the worst coding and documenting practices. The automatic evaluation system (the system for grade the submissions), doest't provide useful feedback. As people can read in the course discussion forums, students have been asking for months for improvements to the grading systems. | read in the course discussion forums, | Student | have been asking for months for | Negative | -0.76 | -0.5 | 0.69 | 0.91 |
| r8zaNVu-EeW0ugrg2GGh4Q | Prof. Taylor's lectures were clear and easy to understand. The course taught the basics of planning pretty well. The teaching staff, unfortunately, was completely unavailable. The solution checkers for the Matlab assignments were very brittle and wasted a lot of students' time. There were several queries about the assignments on the Discussion forums most of which did not elicit any response from the teaching staff. The students ultimately figured it out by spending several laborious hours figuring out the peculiarities of the solution checkers, and by helping each other. This certainly soured my experience with the course. | brittle and wasted a lot of | Student | time. There were several queries about | Negative | -0.88 | -0.5 | 0.69 | 0.91 |
| r8zaNVu-EeW0ugrg2GGh4Q | Prof. Taylor's lectures were clear and easy to understand. The course taught the basics of planning pretty well. The teaching staff, unfortunately, was completely unavailable. The solution checkers for the Matlab assignments were very brittle and wasted a lot of students' time. There were several queries about the assignments on the Discussion forums most of which did not elicit any response from the teaching staff. The students ultimately figured it out by spending several laborious hours figuring out the peculiarities of the solution checkers, and by helping each other. This certainly soured my experience with the course. | response from the teaching staff. The | Student | ultimately figured it out by spending | Negative | -0.9 | -0.5 | 0.69 | 0.91 |
| r8zaNVu-EeW0ugrg2GGh4Q | Overall decent course. This course focused less on the theory aspects in the course videos, which bothered me a lot considering I am paying for it. But the explanations were still good for those algorithms. The assignments were good as well. I liked how they made us work on them instead of the first course where we were mostly tuning parameters. Hopefully MOOCs start having challenging assignments too. The instructor explained really well too! I didn't really end up visiting the Discussion Forums for this course at all. So can't comment on the participation from other students or TAs. Future Advice - Considering how other courses offer about 1-2 hours of course videos, I think this course could offer a lot more. One assignment problem focusing on one algorithm, while having other challenging algorithms taught in those videos to be left for our own implementation would help students a lot more i believe. | comment on the participation from other | Student | or TAs. Future Advice - Considering | Negative | -0.63 | 0.0 | 0.69 | 0.91 |
| r8zaNVu-EeW0ugrg2GGh4Q | Overall decent course. This course focused less on the theory aspects in the course videos, which bothered me a lot considering I am paying for it. But the explanations were still good for those algorithms. The assignments were good as well. I liked how they made us work on them instead of the first course where we were mostly tuning parameters. Hopefully MOOCs start having challenging assignments too. The instructor explained really well too! I didn't really end up visiting the Discussion Forums for this course at all. So can't comment on the participation from other students or TAs. Future Advice - Considering how other courses offer about 1-2 hours of course videos, I think this course could offer a lot more. One assignment problem focusing on one algorithm, while having other challenging algorithms taught in those videos to be left for our own implementation would help students a lot more i believe. | for our own implementation would help | Student | a lot more i believe. | Positive | 0.75 | 0.0 | 0.69 | 0.91 |
| r8zaNVu-EeW0ugrg2GGh4Q | A well presented, high-level, overview of computational robot planning. Students should understand the basics of how to apply some of the key fundamental techniques when they have completed this course. It should provide a good grounding for future study or research | high-level, overview of computational robot planning. | Student | should understand the basics of how | Negative | -0.67 | 1.0 | 0.69 | 0.91 |
| rc5KG0aUEeWG1w6arGoEIQ | Great working examples to learn Analytics in Financial Statement Analysis. Pace of videos was great. Working excel worksheet gives perfect hands on experience to vary and run the scenarios. Having done "Introduction to Financial Accounting" by same professor gave little bit more visibility into reading statements and understanding ratio analysis. Virtual Classroom is getting more new students in each course. I am looking forward to Advance Financial Accounting course. | Virtual Classroom is getting more new | Student | in each course. I am looking | Positive | 0.91 | 1.0 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | The course makes accounting interesting and especially the examples are very illustrative. Virtual students bring some fun. The 4th week is however really integrated in the course structure. | the examples are very illustrative. Virtual | Student | bring some fun. The 4th week | Positive | 0.93 | 1.0 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | Excellent online course that caters to a wide spectrum of audiences with different learning backgrounds. Also love the cut scenes to the classroom where students make funny comments or ask questions haha | cut scenes to the classroom where | Student | make funny comments or ask questions | Negative | -0.94 | 1.0 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | instead of just suggesting that the | Student | “play” with the spreadsheet, I think | Negative | -0.81 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | be another opportunity to have the | Student | stop the video and go try | Negative | -0.74 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | task, it is likely that more | Student | will go and work with the | Positive | 0.93 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | understand…” I also recognize that some | Student | in past courses, have probably said | Positive | 0.74 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | video. Alternatively, he could have the | Student | change some specific things in the | Negative | -0.95 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | from your average upper tier university | Student | and probably needs a bit more | Positive | 0.62 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | successful. Also, if Professor Bushee expects | Student | will watch the optional videos anyway, | Positive | 0.75 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | think that it would help the | Student | to have some in-line quizzes – | Negative | -0.93 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | longer videos and helps to keep | Student | focused but also provides a reinforcement | Positive | 1.0 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | lectures. You may want to remind | Student | that the questions may change from | Negative | -0.67 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | quiz questions do not change and | Student | may be in the habit of | Negative | -0.82 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | correct response may cause confusion for | Student | – particularly for those for whom | Positive | 0.77 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | practice questions would be helpful for | Student | – perhaps ones that asked students | Negative | -0.73 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | students – perhaps ones that asked | Student | to do specific things in the | Negative | -0.69 | 0.5 | 0.82 | 1.0 |
| rc5KG0aUEeWG1w6arGoEIQ | This is my feedback as a Beta-Tester for the course: Week 1 I thought that the videos were clear, well organized and flowed well from topic to topic. There was a clear logic as the professor developed the various ratios. What was missing for me was some in-line quizzes. Not the “tell me what I just told you type” but rather ones that make you think. So, for example, in the final video for Week 1, the optional video, instead of just suggesting that the students “play” with the spreadsheet, I think it would be better to give them an actual task or two… “change the assumption about X to <this value>. What is the impact on the Y ratio? Why?” I liked that he showed what numbers needed to be changed to make the share valuation closer to $55. But rather than just telling us the answer, this would be another opportunity to have the students stop the video and go try it themselves. With a specific task, it is likely that more students will go and work with the spreadsheet. This is where the real learning takes place. One of the things that I really liked about the design of prior courses by Professor Bushee was the fact that he had examples throughout the videos that had you apply the information right away. But, perhaps this is just me. I know that I learn a lot better by doing rather than just watching the videos and going “yeah… that makes sense. I understand…” I also recognize that some students, in past courses, have probably said they don’t find the in-line quizzes valuable. But, is that a reflection of the value of in-line quizzes as a whole or just in-line quizzes that simply require “parroting” something said in the video. I’m sure that the professor can come up with lots of examples. In Week 1 Video 1 the in-line quiz might provide some numbers for De-levered Net Income, Sales, Average Total Assets and Average Shareholder’s Equity and asking for the results of each of the ratios in the Dupont Analysis. And maybe a “think about what this means” type question that is not necessarily “marked” but for which an answer is provided in the video. Alternatively, he could have the students change some specific things in the Woof Junction spreadsheet and indicate what impact that has on the ratios and why. Week 1 Video 2 offers lots of similar opportunities with the Profitability and Turnover Ratios. Perhaps requiring the students to work backwards from a specific ratio to determine gross profit would be effective. Or, perhaps a question that relates strategy specifically to the ratios. For example, what would happen to the Gross Margin if Woof introduced a credit card and days receivable increased to 31.6 in 2015? Just something to engage people with the materials. All of the videos offer similar opportunities and I think having specific problems or questions will enhance the learning experience rather than just suggesting that they “go look at the spreadsheet”. The audience for these courses tends to be quite a bit different from your average upper tier university student and probably needs a bit more “hand holding” and “direction” in order to be successful. Also, if Professor Bushee expects students will watch the optional videos anyway, why make them optional? In the case of the Valuation Video, despite some of the mathematics being a little “scary” for some students, I think that the information there is really useful and helps to solidify an understanding of the spreadsheet. I’m wondering if an in-quiz question would be helpful. Perhaps it might provide a new set of financials for Woof Junction and ask for ratio calculation and what that means in terms of their position in the marketplace or something similar. Just some practice questions to get people working with the information. Same comments basically apply for the remainder of the weeks. I think that it would help the students to have some in-line quizzes – this not only breaks up the longer videos and helps to keep students focused but also provides a reinforcement of key concepts. I really liked the quiz for Week 1 even though I struggled with the questions where there are multiple correct responses. The quiz effectively reinforces the information covered very well and requires one to think about what was covered in the lectures. You may want to remind students that the questions may change from quiz to quiz. In many of these on-demand courses, the quiz questions do not change and students may be in the habit of not rereading the questions they have gotten correct on previous attempts. Week 2 – Revenue After Cash Collection at 7:39 – talking about Days Unearned Revenue and mentions that an “increase means slower future recognition”. A bit more explanation around what that means would be useful. Week 3 – no particular additional comments on the lectures other than some in-line questions might be good.. I found Benford’s Law really interesting. Week 4. It would be really nice to have something to break up the lectures – some in-line quiz questions might help. This would also help to reinforce the material. Week 4 quiz Question 9 -, the double negative wording of the question and the correct response may cause confusion for students – particularly for those for whom English is not their native language. Overall Comments I enjoyed the course and learned a lot. I was wondering whether it would be possible to provide a summary document with all the key information from each week related to the ratio calculations and the key things to look for related to those ratios. I know that the ratios are provided in the spreadsheet but it might be good to have a written summary with some supplemental information about how to use the ratios. I think in-line quizzes or practice questions would be helpful for students – perhaps ones that asked students to do specific things in the spreadsheet and come back with an answer. They don’t need to be long or complicated – just something that gets people into the spreadsheets and working with them early. You may want to do something stronger to encourage them to “play” with the spreadsheet. Many will feel reluctant to change the numbers in the spreadsheet for fear of “messing” it up. Perhaps a reminder that they can change whatever they want because if they mess something up they can always download it again. Or they can save a copy and play in that leaving the original untouched. It also might be a good idea to have a “playground” sheet where there is a simple set of Financial Statements and the students can try changing things in the financial statements and see the impact on the key ratios without having to move from one spreadsheet to another – so, a combination of the Original tab and the first two columns of the Ratios tab. You might even want to have two columns for the ratios – one for the ratios with the original numbers that does not change (fixed values) and one for the changed numbers, so students can see the effect of the changes easily. In terms of the spreadsheets, I thought that the Original, the Ratios and the CommonSize tabs were fairly straight forward and relatively easy to understand. That may not be the case for people less familiar with MS-EXCEL but I don’t know what the target audience is for this course so the students may all be proficient with the tool. On the Valuation tab, I was wondering if the numbers in Row 41 should be highlighted in some way to emphasize that they are Years. That is not clear on first glance. There are a lot of mistakes in the subtitles. I pointed out many of these by flagging the specific videos where they occurred. Thank you for the opportunity to participate in the beta-test of this course. I hope that my comments are helpful and that I have not missed too much that causes students issues as the course goes live. | not missed too much that causes | Student | issues as the course goes live. | Negative | -0.65 | 0.5 | 0.82 | 1.0 |
| RFyNbG0iEeW9CAqYJHF3zQ | This is an interesting course, and I liked the video lectures, yet I believe the instructions to the peer reviewed assignments should be clearer and allow for both creativity (I don't believe the submission should be degraded if the answer is not literally the same as in the key; the main thing should be the correct expression of the idea) and objectivity (I believe that there should be at least 5 peer reviews for the assessment to be more or less objective; if there are only three peers and at least one reviewer is not very diligent, the final evaluation will not be true). I also spotted some typos in the instructions to nearly every module. The texts should be proofread so the students could learn from a correct example. | texts should be proofread so the | Student | could learn from a correct example. | Negative | -0.78 | 0.5 | 0.91 | 1.04 |
| RFyNbG0iEeW9CAqYJHF3zQ | I think everybody, even students that do not have money to pay, should have the possibility to do all the activities. | I think everybody, even | Student | that do not have money to | Negative | -0.87 | 1.0 | 0.91 | 1.04 |
| RFyNbG0iEeW9CAqYJHF3zQ | Yes there're some pronunciation tips and situational conversation practice to help you get started, but in speaking of helping students to become a "professional“ English speaker, I think the course still has a long way to go. | started, but in speaking of helping | Student | to become a " professional“ English | Positive | 0.69 | 0.0 | 0.91 | 1.04 |
| RFyNbG0iEeW9CAqYJHF3zQ | It is very useful for both unviersity students and employers and employees at work. The content is a bit short and it will be great if there are more contents on pronunciation and grammar. Thanks! | is very useful for both unviersity | Student | and employers and employees at work. | Positive | 0.91 | 1.0 | 0.91 | 1.04 |
| RMFRum1BEeWXrA6ju0fvnQ | The course was a rapid cursory introduction to R. This being said, I recommend breaking the course into multiple separate courses and including more depth (with further practice) to guarantee that the student has truly achieved mastery. I supplemented the course with courses from DataCamp and Udemy, and only now (after completing the course here on Coursera, reading the textbook(s), and additional practice through the online training by Udemy and DataCamp) can I say that I am gaining true proficiency in R. This being said, the course was very well organized, had great examples, and excellent lectures (although the audio could be clarified by quite a bit using a higher-end microphone, preamp, interface, and affordable audio production software such as Reaper to clarify the voice). | further practice) to guarantee that the | Student | has truly achieved mastery. I supplemented | Positive | 0.96 | 0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | This course is really not easy to who is not in the domain of computer science. Even the computer science people, it's also not quite easy to familiar with that statistic program, e.g. R Programming. If having more "trace program" training, I'd be better for that students who I mention above. However, anyway, I very much enjoyed this course to know how to program to analysis a data set. Thank you very much. | training, I'd be better for that | Student | who I mention above. However, anyway, | Negative | -0.94 | 0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | From my past experience, I know it’s not easy for people to take suggestions. But I still want to have a try this time. I had high hopes for this course, but I am quite disappointed. I think Dr. Peng needs to improve his teaching skills. 1. Good teaching is clear, concise, and right to the point. So please slow down, speak. Don’t mumble. 2. Programming is a practical skill. So the best method to learn programming is to use step-by-step demos. You can talk about a concept for 5 to 10 minutes but I still can’t get it. Use a demo and I can get it right away. 3. Don’t just try to cover the materials so you think you have done the teaching, try to understand how your students learn and make sure they really get it. 4. If you haven’t covered some concept, don’t assume your students will understand it by magic. A good teacher can make the learning experience effortless and fun, a poor teacher makes it like a torture. | teaching, try to understand how your | Student | learn and make sure they really | Negative | -0.91 | -0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | A University Course should be a place where you advance your knowledge with a "limited and reasonable" amount of time spent in the course. The role of instructors should be to "invest" the time to provide the concepts and information for the students of the course to "learn" faster than if they had to research (the planet) by themselves to find the knowledge. The information provided by instructors therefore must be "accurate and complete". This course has so many "incomplete" pieces of information, that it requires insurmountable amounts of time to "find" the concepts required to apply the knowledge, hence it becomes a gigantic "time waster". Unfortunate! the tool and the concept of data science is necessary, but a course organized this way is only for "full time students" that have only one obligation, study. This course as it is should not be in Coursera. | is only for " full time | Student | that have only one obligation, study. | Negative | -0.95 | -1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | The lectures for this course do not adequately prepare students for the graded quizzes and assignments. | this course do not adequately prepare | Student | for the graded quizzes and assignments. | Negative | -0.65 | -0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | A comprehensive introduction to programming in R, for people already experienced with numerical software like MATLAB and Mathematica it should be fairly easy to grasp some of the concepts of the language. The assignments are not difficult, though it requires the student to lookup for information in R forums, or stackoverflow. Finally, Roger is a great instructor in my opinion - he's very calm and explains some difficult aspects of the language in a clear way. | not difficult, though it requires the | Student | to lookup for information in R | Positive | 0.64 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | This course was frustrating, the learning curve nearly vertical, the material dense and inaccessible, and the evaluative assignments impossible for new users of R without outside resources. No one should take this course unless they are powering through it for the Data Science specialization. Otherwise, would-be students should just buy an R For Dummies book, and use materials elsewhere. | the Data Science specialization. Otherwise, would-be | Student | should just buy an R For | Negative | -0.79 | -1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | I only finished week one so far. My opinion (to the first week's content) is that it's a little bit hard to familiarize all those basic R concepts from scratch. Maybe the teaching staff would want to make it more concise so that before any real application (or simulation), students do not get lost in those technicalities. However, it's pretty great course. It's pretty detailed and informative. | before any real application (or simulation), | Student | do not get lost in those | Negative | -0.94 | 0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | This course was mostly self learning. It gave me a framework to go along but what is presented in lecture and assignments are completely different. The discussion board and mentors are really good resources and can provide pointers to move along. It is definitely not a class that can provide sufficient information to learn and build applications, but the individual's effort in passing the quizzes and the projects will. It is up to the student to figure out through stack overflow, youtube, and other search result to figure out how to complete these assignments. I believe the assignments given from this class are realistic to real-world situations. | will. It is up to the | Student | to figure out through stack overflow, | Positive | 0.95 | 0.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | I entered this course with no coding experience, and I can definitely say I am disadvantaged because of it. The lectures are great explanations of the different commands in R, and the projects are a great playground of R's different capabilities, but the lectures and projects are too difficult to approach using just the lectures. That being said, this course's difficulty provides students like myself the opportunity to learn how to ask questions and seek resources for the programming. Overall, I do not enjoy this course - mainly because it is very difficult. However, the course is structured logically and provides (what I assume the majority of students) a comprehensive introduction to R. | being said, this course's difficulty provides | Student | like myself the opportunity to learn | Positive | 0.85 | 0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | I entered this course with no coding experience, and I can definitely say I am disadvantaged because of it. The lectures are great explanations of the different commands in R, and the projects are a great playground of R's different capabilities, but the lectures and projects are too difficult to approach using just the lectures. That being said, this course's difficulty provides students like myself the opportunity to learn how to ask questions and seek resources for the programming. Overall, I do not enjoy this course - mainly because it is very difficult. However, the course is structured logically and provides (what I assume the majority of students) a comprehensive introduction to R. | (what I assume the majority of | Student | a comprehensive introduction to R. | Positive | 0.73 | 0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Videos are poorly narrated and are marginally effective: vocabulary + key concepts only. The "swirl" exercises are woefully inadequate to prepare students for the quizzes. Foundational tasks (i.e. establishing a valid connection to the sample data) are conspicuously absent from the guided exercises; leaving too many students to seek help from message boards and google. Lastly, the "professors" are completely unreachable: they may as well be dead. After 30 years in the IT industry, I found this course to be profoundly aggravating and a complete waste of my time - I have abandoned this course and bought a "Teach Yourself" book instead. | exercises are woefully inadequate to prepare | Student | for the quizzes. Foundational tasks (i. | Negative | -0.87 | -1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | not the model of learning that is encouraging or sticks. hard for a student (even one who has a programming background) to sit through hours of slides explaining what the functions and definitions in the language do without a layer of use context upfront. The content jumps from specific examples to unrelated specific definitions without carrying a sense of integrating the new knowledge with any past knowledge in the course. the whole course seems disjointed. would have been much more effective as learning through examples and to be taught functions and definitions as they come up in problem solving. | encouraging or sticks. hard for a | Student | (even one who has a programming | Positive | 0.7 | -1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | it is NOT for beginner, the student should have "more than average" in the programming languages, in order to get benefit from this course. | it is NOT for beginner, the | Student | should have " more than average" | Negative | -0.65 | 0.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Assignment is a bit too hard for entry level students, especially if we have to complete it in a week considering some students might be full time employees or students. However, assignment is very good for practice. Might consider adding more contents to let students learn more about build their own functions. | bit too hard for entry level | Student | especially if we have to complete | Negative | -0.71 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Assignment is a bit too hard for entry level students, especially if we have to complete it in a week considering some students might be full time employees or students. However, assignment is very good for practice. Might consider adding more contents to let students learn more about build their own functions. | it in a week considering some | Student | might be full time employees or | Negative | -0.74 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Assignment is a bit too hard for entry level students, especially if we have to complete it in a week considering some students might be full time employees or students. However, assignment is very good for practice. Might consider adding more contents to let students learn more about build their own functions. | might be full time employees or | Student | However, assignment is very good for | Positive | 0.98 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Assignment is a bit too hard for entry level students, especially if we have to complete it in a week considering some students might be full time employees or students. However, assignment is very good for practice. Might consider adding more contents to let students learn more about build their own functions. | consider adding more contents to let | Student | learn more about build their own | Positive | 0.78 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | I think the jump in difficulty from week 1 to week 2 is discouraging to many students with little to no R experience. | week 2 is discouraging to many | Student | with little to no R experience. | Negative | -0.98 | 0.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Very Interesting. I am a Management student. I want to know the Basics of R programming, This helped me in the better way. This is not for an Advance level, Simply basics and easy to learn. I would say , Before start advance R programming everyone should enroll this course. | Very Interesting. I am a Management | Student | I want to know the Basics | Negative | -0.65 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Introduces to R , and directs the student towards resources for more advanced in depth readings. | to R , and directs the | Student | towards resources for more advanced in | Positive | 0.84 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Excellent Program. Lots of applications. Caution: "What you put is what you get" You put lots of effort, then you learn a lot. Don't expect yourself to be fed with all the information, you also have to do your additional research. This is course is not for the "bottlefed" students. | is not for the " bottlefed" | Student | | Positive | 0.79 | 1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | This is a challenging course because there is a marked gap between the video lectures and the weekly assignments. This course will be far more demanding of your time and willingness to fail that the Data Scientist's Toolbox. If you have the time and resilience to search out support materials and frequently peruse the Discussion threads, you will be able to find what you need. My peers with programming experience confirmed that there is too wide a gap between the content delivered in the video lectures and the demands of the coding assignments. If you decide to take this course, be sure to do the swirl exercises so you get a feel of how the R functions work. When you grade your peers' work, you might notice that more than a few decided to plagiarize code from others. The videos need to be redone. Effective instructors know that students learn by seeing examples, not by listening to broad descriptions of what a function can do. | be redone. Effective instructors know that | Student | learn by seeing examples, not by | Negative | -0.68 | -0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | Don't take this course unless you have a programming background. Week 2 has a programming assignment that is way to advanced for students without any programming knowledge. This assignment deals with functions, where the code is complicated. What's unfortunate is that you have to finish ever assignment, including this impossible assignment (for beginners) to get recognition for the course. I spent most of my time researching other sources for information because the lectures, and the supplemental information given on a different site, by the instructor (which indicate knowledge that the lectures are insufficient) give trivial examples when the programming assignments are anything but. This course needs some serious adjustments, either with the prerequisites needed for success in this course, or with the material within the assignments themselves. | that is way to advanced for | Student | without any programming knowledge. This assignment | Negative | -0.81 | -1.0 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | I really enjoyed learning R and stepping up the skills for using R. I really appreciate this great opportunity to learn exquisite classes for free at home. I do think this is as amazing as the Industrial Revolution. It is the Educational Revolution! BUT it seems errors occur (in some assignments), and I feel the level of classes is getting higher/tougher suddenly. I feel overwhelmed and challenged from assignments in week 3. &YOU GUYS TALK TOO FAST. (well, it surprisingly didn't affect to my understanding though). PLEASE! like myself, there are many many ESL students taking this course. I really don't think my English is poor (trust me, my undergraduate major is English lit and i wrote my final thesis for master's degree in ENGLISH as an ESL) but sometimes doing assignments and understanding lectures were challenging... Maybe that's because it takes time to get used to all the technical terms that has nothing to do with my major or career so far. But I think, not just JHU, but all the good universities providing courses need to consider ESL students who wanna learn more and pursue their dreams. Also it will be really great there are more ways to earn some degrees and more support for using the knowledge and skills I learned here for my career. (with reasonable price!) Thank you for the wonderful course, JHU! Hope I can go to JHU in US someday. | myself, there are many many ESL | Student | taking this course. I really don't | Negative | -0.83 | 0.5 | 1.07 | 1.11 |
| RMFRum1BEeWXrA6ju0fvnQ | This course is VERY abstract and I find myself rushing through the videos to get to the practice/quiz so that I can trial and error my way through the project..... hoping for the best. Neither am I excited about starting the lesson each week because there is no real world problem/or data set I'm continuously practicing from. The lessons are essentially a reference guide and not a useful approach for teaching. If I wanted a reference guide, I'd just pick up one of the various handbooks/books on the markets that list R codes and their functions. A better way to teach/present this course is by infusing actual, real world examples or cases throughout the lessons instead of just listing a function and talking through its corresponding activity/response. Ideally, the real world example would be introduced in the first lesson in Week 1 and that data set would be used throughout the course(s) to apply and practice newly introduced functions. Teaching from this perspective would likely make the concepts much easier to grasp and importantly, RETAIN. The lessons, as they are currently presented, encourage rote memorization and rob the students of actually applying the concepts/code taught. Also, I love the idea of this specialization. However, I think the professors need to work more closely with online instructional designers to make the entire series more palatable for online learning. It very much feels as if they have adapted a traditional course on their own without the help of professionals who are skilled at designing online courses. If the aforementioned is the case, the professor(s) should be commended for their efforts, but there is definitely more work to be done to make this an engaging course I'd recommend. PS - I am taking notes and I have some experience with STATA so this type of coding/anaylsis is not unfamiliar to me. I can only imagine how novices may take to the lessons. | encourage rote memorization and rob the | Student | of actually applying the concepts/code taught. | Negative | -0.65 | -0.5 | 1.07 | 1.11 |
| rNpCSyQbEeWXzxJxfIL00w | I signed up for this course because I had read Martin Seligman's Learned Optimism and wanted to learn more about positive psychology. I would have liked this class to have gone more in depth in terms of the actual science and research involved (the studies Dr. Fredrickson refers to are for the most part only touched on briefly), and to have spent less time listening to the on-site students discussing their personal opinions (though I appreciated their insights, I would have liked to have learned more actual information). I did get something out of the experiential activities. Although they are optional, I would recommend doing them to really get something out of the class. They allowed me to stop and think about things I may not have made the time for otherwise. | less time listening to the on-site | Student | discussing their personal opinions (though I | Positive | 0.64 | 0.5 | 0.77 | 0.96 |
| rNpCSyQbEeWXzxJxfIL00w | I am just starting this course and finding the information clearly laid out; the slight difference of having a seminar group approach to presenting information from Dr. Frederickson (as opposed to the one 'talking head' approach of many courses) is fresh and new (though the colleagues are still a little 'stiff'... perhaps students rather than colleagues might have been interesting for us students, but I LOVE that her colleagues are committed to sharing in this learning!) All in all, I expect I will probably re-rate this course a 5 star once I am further in to it. I had taken the course 'A Lifetime of Happiness and Fulfillment' ALOHA-F) (see Indian School of Business) prior to this and recall Dr. Frederickson and her "Broaden-and-Build" Theory being sited. I absolutely LOVED the ALOHA-F course and I am very pleased to be able to find this course now as the last course made me want MORE! Enjoy | a little 'stiff'. . . perhaps | Student | rather than colleagues might have been | Negative | -0.95 | 0.5 | 0.77 | 0.96 |
| rNpCSyQbEeWXzxJxfIL00w | I am just starting this course and finding the information clearly laid out; the slight difference of having a seminar group approach to presenting information from Dr. Frederickson (as opposed to the one 'talking head' approach of many courses) is fresh and new (though the colleagues are still a little 'stiff'... perhaps students rather than colleagues might have been interesting for us students, but I LOVE that her colleagues are committed to sharing in this learning!) All in all, I expect I will probably re-rate this course a 5 star once I am further in to it. I had taken the course 'A Lifetime of Happiness and Fulfillment' ALOHA-F) (see Indian School of Business) prior to this and recall Dr. Frederickson and her "Broaden-and-Build" Theory being sited. I absolutely LOVED the ALOHA-F course and I am very pleased to be able to find this course now as the last course made me want MORE! Enjoy | might have been interesting for us | Student | but I LOVE that her colleagues | Positive | 0.92 | 0.5 | 0.77 | 0.96 |
| RO728xoIEeWg_RJGAuFGjw | Never know anything about Data Structure before this course and it changes everything!!! a MUST for any CS student or professional. | ! a MUST for any CS | Student | or professional. | Positive | 1.0 | 1.0 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | Good but it was also good to let the students do some of the codings, I found the coding part actually very simple and short | was also good to let the | Student | do some of the codings, I | Positive | 0.83 | 0.5 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | Presented in an easy to understand format, videos are short which helps keep focus, assignments are well prepared which keeps student on the learning material. This course really helped me understand things more clearly. disclaimer: I have previously enrolled in Algorithms Part I (from Princeton). | assignments are well prepared which keeps | Student | on the learning material. This course | Positive | 0.83 | 1.0 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | This course is a excellent introduction to data structures and algorithms for beginners. The lectures are extensive, complete and very helpful. The assignments are challenging and stimulating. The project is the construction of a text editor with check spelling, auto-correction, suggestion and more. It was the first time I felt involve in a large project, and you learn a little bit of software engineering too. This is the second course in the specialization and it overcomes the previous course in every aspect. I'll give five stars. The only thing I didn't like was the concept challenges, and not because of the challenges but because of the discussion with the UC San Diego learners. They are not beginners, they are actor pretending they don't know how to solve the problems when it is evident -at least it was my impression- that they are advanced students. I found them annoying and not helpful at all. | my impression- that they are advanced | Student | I found them annoying and not | Negative | -0.95 | 1.0 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | This course by Alvarado, Minnes and Porter was clear, interesting and well presented. In fact, it's one of the better MOOC courses that I've taken. The assignments were of medium difficulty: not too easy but certainly not so difficult that you will get frustrated and give up. In addition, they are interesting assignments. As mentioned, the lectures are concise, clear and interesting. In fact, I recently signed up for another course on algorithms and dropped it because it was SO BORING. Also, I am taking a course on machine learning that presents algorithms. In contrast, that course is not clear whatsoever; if I hadn't taken this one then I would be very confused. Finally, I like how they have the Concept Challenges where students discuss a problem. The thought processes of multiple people talking through the problem was helpful for me. As a result, I highly recommend this course to anyone who wants to brush up on performance calculations (i.e., Big O), basic data structures, and a few basic algorithms. | they have the Concept Challenges where | Student | discuss a problem. The thought processes | Negative | -0.69 | 1.0 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | This course covers some of the industry standard applications and they can be implemented. This really challenges the programmer to sit down and work some of the very good algorithms. And it shows the real usage of the Java data structures. Professors Christine, Mia and Leo's teachings were very professional and helpful. A word about the projects. After a student finishes the projects, they can confidently say they did something good with the data structures in Java. Thank you for the course instructors and everyone who worked behind this. Highly recommended for the serious Java programmers. | word about the projects. After a | Student | finishes the projects, they can confidently | Negative | -0.72 | 1.0 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | After so many years, I actually understood the core concepts of data structures. Thanks all three instructors. The amount of effort they are putting to make the things easy for the students is awesome. | make the things easy for the | Student | is awesome. | Positive | 0.91 | 1.0 | 0.8 | 1.24 |
| RO728xoIEeWg_RJGAuFGjw | The course curriculum is well designed and teaches students the basic data structures needed to be a successful software engineer. The project is good, and the weekly assignments are challenging. | curriculum is well designed and teaches | Student | the basic data structures needed to | Positive | 0.84 | 1.0 | 0.8 | 1.24 |
| rTTFFgb8EeWJMSIAC7Jl0w | it's really good for a student in planning department. | it's really good for a | Student | in planning department. | Positive | 0.63 | 0.5 | 0.65 | 1.05 |
| rTTFFgb8EeWJMSIAC7Jl0w | Very informative for students new to the subject matter. | Very informative for | Student | new to the subject matter. | Positive | 0.79 | 1.0 | 0.65 | 1.05 |
| rTTFFgb8EeWJMSIAC7Jl0w | Over reliance on student grading. Material does not map well to the quizzes. | Over reliance on | Student | grading. Material does not map well | Negative | -0.67 | -0.5 | 0.65 | 1.05 |
| rTTFFgb8EeWJMSIAC7Jl0w | Good Course. It should be complemented with reading of Neuman, Quantitative and Qualitative Methods in Social Science, which gives a far better overview of the contents of week 1 and 2 (insights into the scientific method). Nevertheless the rest of the weeks are very good and should provide a great framework of Quantitative methods for a undergraduate student, who can then complement this framework with some detailed additional readings, if it is of his liking. All in all, I really ended my fisrt college semester with an excellent knowledge in quantitative methods, for which I have to thank, in part to Miss Scholten for this wonderful course. | of Quantitative methods for a undergraduate | Student | who can then complement this framework | Positive | 0.91 | 0.5 | 0.65 | 1.05 |
| rTTFFgb8EeWJMSIAC7Jl0w | I had taken 99% of the course last time, but didn't have time to do the assignments or complete it fully. I was pleased to see it was running again. I've followed many many many Courseras and this is by far the highest quality. Well done! What you did right? Illustrations. They perfectly capture the concept without distracting. They are amusing and just-the-right-degree-of-imperfect, which makes the course material feel approachable.The graphic design. The slightly messy, hand-written, crumpled paper background design is perfect. Not pretentious, not overly boring. Just that little touch of individualism and authenticity we need. This is a great way to avoid alienating your students, to keep a connection. Philosophy of science, history of science, research designs, etc. Despite having studied for a BSc, an MSc, and a scientific postgrad, I had to find out about these concepts through on-line courses and podcasts. I was really happy to see these neatly presented to me in a structured way in one spot in the context of a formal Research methods course. When covering these sections, you also did a great job at sticking to the important stuff. I am extremely impressed. In the reality of research, we get sucked in by the nitty gritty and forget about the big picture. Wonderful, wonderful, wonderful framework behind the scientific method.You actually bothered spell-checking the transcript, particularly for proper names. I've had Courseras where the transcript seemed more like a onomatopeas than serious text. This is all I remember for now, all that's fresh off my mind, as am just up to week 2 right now, but I wanted to give you all a thumbs up for this great course you've wrapped up. I am seriously considering registering for the entire specialisation because of the quality of this course. | great way to avoid alienating your | Student | to keep a connection. Philosophy of | Positive | 0.87 | 1.0 | 0.65 | 1.05 |
| s5sEkwAHEeW9ISIACxWDhA | I advice NOT to take this course. Why: the professor is never there to read your assignments. He leaves that totally to other students like yourself, to grade your written assignments, and, they do not read and give you a RANDOM grade in 2 seconds. Don't take it, you will waste sooo much time on this one. | He leaves that totally to other | Student | like yourself, to grade your written | Negative | -0.89 | -1.0 | 1.24 | 1.3 |
| s5sEkwAHEeW9ISIACxWDhA | The course is great . I am not a humanities student and english is not my first language , so I find writing essays difficult. I wish there were some easier tests along side the essays. Thank you. | . I am not a humanities | Student | and english is not my first | Negative | -0.8 | 1.0 | 1.24 | 1.3 |
| s5sEkwAHEeW9ISIACxWDhA | Pulls together a number of important readings to introduce the basic concepts of the title. Taught by an expert with grace and style. Stimulating assignments challenge the student to think comparatively and deeply. | and style. Stimulating assignments challenge the | Student | to think comparatively and deeply. | Positive | 0.96 | 1.0 | 1.24 | 1.3 |
| SAZf_ay2EeS5uiIACk-Zyg | I felt that this course was more information driven and just getting to know facts and facts and more facts . though this course is designed for anybody to do I feel a student would do better if they had past experience and knowledge about a few common diseases. | anybody to do I feel a | Student | would do better if they had | Negative | -0.99 | 0.5 | 0.88 | 1.26 |
| SAZf_ay2EeS5uiIACk-Zyg | One of the best course I've follow this year. The topic is really interesting, the lessons were simple to be followed and in the final lessons professors zere able to stimulate student's curiosity about the view of infection control in the future. Congratulations. Enrico Leott | lessons professors zere able to stimulate | Student | curiosity about the view of infection | Positive | 0.86 | 1.0 | 0.88 | 1.26 |
| SAZf_ay2EeS5uiIACk-Zyg | I enjoyed taking this course so much. The professors and students were great. I look forward to taking additional courses on infectious diseases. | course so much. The professors and | Student | were great. I look forward to | Positive | 1.0 | 1.0 | 0.88 | 1.26 |
| sHs1AyWUEeWtRg6boA3D-Q | I must say that the Capstone Project was a good assignment. The issue is that the Peer Reviews were bad. I had to resubmit my assignment due to a student that choose to give me 0's when the other reviewers gave me 5's. There was also a bias to what each reviewer thought the capstone should cover so you had no idea which direction to update your work because the next reviewer may feel that the type of analysis you did was not Necessary. The course needs a specific Rubric and specific methods each person has to use in order to complete the assignment. For example, Must Use the Four Forces Model when evaluating Strategy. This way everyone knows what to expect and what to look for. Otherwise you can get a low grade on a great project because a Classmate thought you should have used another model so he gave you a 1 or 0 when the model you used demonstrated your knowledge. Capstones need to be monitored either by a student or assistant to protect against trolls that don't read your work and give you the lowest score. Otherwise the Course was great and the information was definitely well put together. The Peer Reviews brought my overall grade lower because I didn't get the High Mark I should have. | resubmit my assignment due to a | Student | that choose to give me 0's | Negative | -0.85 | -0.5 | 0.6 | 0.79 |
| sHs1AyWUEeWtRg6boA3D-Q | I must say that the Capstone Project was a good assignment. The issue is that the Peer Reviews were bad. I had to resubmit my assignment due to a student that choose to give me 0's when the other reviewers gave me 5's. There was also a bias to what each reviewer thought the capstone should cover so you had no idea which direction to update your work because the next reviewer may feel that the type of analysis you did was not Necessary. The course needs a specific Rubric and specific methods each person has to use in order to complete the assignment. For example, Must Use the Four Forces Model when evaluating Strategy. This way everyone knows what to expect and what to look for. Otherwise you can get a low grade on a great project because a Classmate thought you should have used another model so he gave you a 1 or 0 when the model you used demonstrated your knowledge. Capstones need to be monitored either by a student or assistant to protect against trolls that don't read your work and give you the lowest score. Otherwise the Course was great and the information was definitely well put together. The Peer Reviews brought my overall grade lower because I didn't get the High Mark I should have. | to be monitored either by a | Student | or assistant to protect against trolls | Negative | -0.66 | -0.5 | 0.6 | 0.79 |
| sHs1AyWUEeWtRg6boA3D-Q | The course as a whole is excellent (5 stars), however, the Capstone project part of the specialization consists of 3 submissions that are reviewed by other students. Consequently the quality of the reviewers are of the same level as the student itself - which obviously limits the learnings from feedback. | submissions that are reviewed by other | Student | Consequently the quality of the reviewers | Negative | -0.66 | 0.0 | 0.6 | 0.79 |
| sHs1AyWUEeWtRg6boA3D-Q | The course as a whole is excellent (5 stars), however, the Capstone project part of the specialization consists of 3 submissions that are reviewed by other students. Consequently the quality of the reviewers are of the same level as the student itself - which obviously limits the learnings from feedback. | of the same level as the | Student | itself - which obviously limits the | Positive | 0.7 | 0.0 | 0.6 | 0.79 |
| SpO4HBnoEeWjrA6seF25aw | Though the Course name is Mastering Data Analysis in Excel. This course will take you beyond Excel mastering skills. Quite a Short Course compare to amount of Statistical and Probability concepts you learn. This course covers most of the concepts and models necessary for any Data Analyst & Data Science students and Professionals. This course is quite challenging and at times frustrating and time consuming but in the end you will feel you learnt something what you don't know. It will be worth your effort.If you don't know something what you don't know. Here is the course, it is an accelerated course. You many not master all of them, you will master some, I can assure any future students Professor will give all the information and concepts that you need to master. Even after completing the exam I keep repeating and going back to videos and notes which is really valuable. | any Data Analyst & Data Science | Student | and Professionals. This course is quite | Negative | -0.73 | 1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | Beware this course, especially if you are new to this area (despite what the course/specialization says). There are very few examples to clarify and illustrate the different topics of the course, but what's worse is that the assignments are almost completely divorced from the instructional videos; the assignments and especially the final project are much more complicated than anything presented in the instructional videos, so there is no knowledge basis from which the student can operate to complete the assignments/projects satisfactorily or smoothly. I am extremely dissatisfied and wish I hadn't paid for this specialization. Beware. | no knowledge basis from which the | Student | can operate to complete the assignments/projects | Negative | -0.72 | -0.5 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | When the instructor for the course expresses amazement at the level of difficulty people are expressing in the forums that tells you a lot about how out of touch he is with what he is teaching and what is really required prerequisite knowledge. There is minimal actual instruction in excel-most often concepts are taught much like Khan Academy, on a digital blackboard. Nothing inherently wrong with that but when your course title has the word 'EXCEL' in it one would reasonably expect the instructor to actually demonstrate using excel. Nope, not here. If you've never heard of linear regression or Bayes Theorem don't bother with this course. Honestly. While those things may be easy to explain without the math they are very difficult concepts to implement and a simple 10 minute video won't clear the fog. You absolutely will not 'master' data analysis with this course. I've used Excel for over 15 years, daily, and to have the gall to say your course will 'master' something with a few videos is misleading and deceptive. If it wasn't for the TA/Mentors who do the lions share of work in the forums answering questions and deciphering the questions so students can understand them this course would be an abysmal failure. If you're wanting to jump on the data analysis/ scientist bandwagon look elsewhere. i.e. EdX has a great course on a true introduction to data analysis that is more in line with people's impression of actually using excel in that context. Now, having bashed the course I do believe the instructor to be a very competent and knowledgeable individual, but I feel he's been in academia too long and has grown accustomed to teaching those who've been in school continuously and still have algebra/ stats fresh in their minds vs. those who need to brush away the cobwebs. The course in more on the level of a 201 and in certain parts 401 level but not 101. | questions and deciphering the questions so | Student | can understand them this course would | Negative | -0.63 | -1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | Interesting statistical concepts, and great theory. However, the lectures and the quizzes do not prepare the student well for the final project. | the quizzes do not prepare the | Student | well for the final project. | Negative | -0.72 | -1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | It was hard to follow along with the lessons, because it was mainly present in formulas. More examples might help students relate the information better. | in formulas. More examples might help | Student | relate the information better. | Positive | 0.73 | 0.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | Content is not well organized, videos are disconnected from one another, explanations are not clear, spreadsheets contain vast information that is not explained anywhere. It is been quite difficult to follow through the course and I bet many students are giving up. | the course and I bet many | Student | are giving up. | Negative | -0.75 | -1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | Frankly speaking, this course is a little bit hard for me although I have studied them during my master programs. There are many formulas in the course and hardly to remember in short time. I had to review the videos several times. I'd like to recommend the professor may summarize such fomulas in one page so it's more easy to students to catch up the course. | page so it's more easy to | Student | to catch up the course. | Positive | 0.89 | 1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | Complex concepts (e.g., regression), which cannot be taught in such a short course format (I know from extensive prior training), are taught here in an arcane way. I don't know how students without prior knowledge on these topics (e.g., regression, ROC curve analysis) could possibly understand this when taught this way. Course is also in an 'early draft' mode, with plenty of mistakes in the videos/slides. The course (and specialization) really tarnishes - instead of enhancing - this institution's outside image and reputation. Really a deception; sorry I took this class and specialization, a complete waste of my time and money. The initial presentation was misleading (and I have found online many people sharing the same feeling). | arcane way. I don't know how | Student | without prior knowledge on these topics | Negative | -0.92 | -1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | very uesful for me ,i'am a student in china | uesful for me , i'am a | Student | in china | Positive | 0.67 | 1.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | Very confusing stuff, need better clarification in course description and the way the material is transmitted to the student need to be reconsidered But very well made and interesting. | the material is transmitted to the | Student | need to be reconsidered But very | Negative | -0.77 | -0.5 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | The course has some valuable information, however course materials and videos are not so helpful. If you already have some knowledge about statistics and excel, it will be a lot easier to follow the instructor's lectures, otherwise I don't feel how a beginner could really follow up on this course. Some topics are run through so quickly that they are confusing to students. | quickly that they are confusing to | Student | | Negative | -0.78 | 0.0 | 1.07 | 1.12 |
| SpO4HBnoEeWjrA6seF25aw | This course is amazing! Very useful for students who are looking for data-driven position. Thanks for sharing. | course is amazing! Very useful for | Student | who are looking for data-driven position. | Positive | 0.98 | 1.0 | 1.07 | 1.12 |
| SrM6V-3pEeSJZSIAC0gHUg | This course has made me grow first as a person and secondly as an educator. It is knowledge that I will use in my classroom and that I believe will set my students on a path of success. | that I believe will set my | Student | on a path of success. | Positive | 0.8 | 1.0 | 0.59 | 1.22 |
| SrM6V-3pEeSJZSIAC0gHUg | In brief, The course is great! If you really care about your students academic and life learning. Enroll NOW! | If you really care about your | Student | academic and life learning. Enroll NOW! | Negative | -0.87 | 1.0 | 0.59 | 1.22 |
| SrM6V-3pEeSJZSIAC0gHUg | This is really helpful. I've noticed that after taking this course, I am applying it to the actual field especially in my daily conversations with my students. I'm very happy because of this course! | in my daily conversations with my | Student | I'm very happy because of this | Positive | 0.67 | 1.0 | 0.59 | 1.22 |
| SrM6V-3pEeSJZSIAC0gHUg | Great Class, Creative ideas to help student to be successful. | Great Class, Creative ideas to help | Student | to be successful. | Positive | 0.86 | 0.5 | 0.59 | 1.22 |
| SrM6V-3pEeSJZSIAC0gHUg | I am really enjoying the in-depth analysis of personal traits and character strengths in this course. It helps me to cope with students from various backgrounds, and to help them achieve their educational goals. | It helps me to cope with | Student | from various backgrounds, and to help | Positive | 1.0 | 1.0 | 0.59 | 1.22 |
| SxjkGailEeSy_SIAC49HnA | I personally enjoyed the course. However I was disappointed when I was told after week (3 or 5?) that I'd completed the course, when I in fact hadn't gotten to the end and had not done the final two assignments...? Regardless, I went ahead and finished the course, but I was also disturbed to see that some of the students did their assignments in a mockery fashion e.g. wrote song lyrics, or stated "I don't know what else to say so I will tell you about my day..." That was very irritating. The class wasn't described clearly in the catalog, I thought it would be more of a history of the periods plus literature, but it wasn't exactly that... Instead it was a discussion of techniques and prose, and exhibiting truly talented authors. I liked the class, just not what I expected. | to see that some of the | Student | did their assignments in a mockery | Negative | -0.87 | 0.5 | 0.91 | 1.1 |
| SxjkGailEeSy_SIAC49HnA | This course was great. It is obvious that it was carefully planned and laid out. The visiting scholars were a great opportunity to not only learn about historical fiction and what kind of research is done, it's also was a great way to learn the process of writing. The necessary text that ought to have been taught was given carefully, without suffocating the student. It was fun and knowledgeable class. I would recommend this class highly to anyone who is really interested in literature and fiction! | was given carefully, without suffocating the | Student | It was fun and knowledgeable class. | Positive | 0.88 | 1.0 | 0.91 | 1.1 |
| sxMQEV4hEeSF2SIACy-E9A | Nice course to introduce students into a very interesting topic. The material and information are easy to understand and use not only for the teacher but the students as well. | Nice course to introduce | Student | into a very interesting topic. The | Positive | 0.96 | 1.0 | 0.75 | 1.12 |
| sxMQEV4hEeSF2SIACy-E9A | Nice course to introduce students into a very interesting topic. The material and information are easy to understand and use not only for the teacher but the students as well. | only for the teacher but the | Student | as well. | Negative | -0.79 | 1.0 | 0.75 | 1.12 |
| sxMQEV4hEeSF2SIACy-E9A | A good course for students who want to know about the evolution of life | A good course for | Student | who want to know about the | Negative | -0.67 | 1.0 | 0.75 | 1.12 |
| tCC8OzJzEeWLGgqjU3pHlw | A very interesting experience. I got imagination level-up. Though it was really difficult to understand what should you do in each assignment. I've spent quite a while time to realize what to do each time. And some students did their homework completely wrong. But except of that it's a great course. | to do each time. And some | Student | did their homework completely wrong. But | Negative | -0.67 | 0.5 | 0.68 | 0.8 |
| tCC8OzJzEeWLGgqjU3pHlw | I would have liked to get input on my work by an instructor instead of just other students, but it was a good exercise to hone my skills. I wouldn't pay for credit because I feel like my work isn't being professionally graded. | an instructor instead of just other | Student | but it was a good exercise | Negative | -0.87 | 0.5 | 0.68 | 0.8 |
| tCC8OzJzEeWLGgqjU3pHlw | The interviews were great, and useful to see a real experienced designer, however the contents in the course were almost nonexistent. The homework was well planed but it depends much more in the student to learn something that the contents exposed in the videos. Tips aren't the same as methodologies and content in character design. | it depends much more in the | Student | to learn something that the contents | Positive | 0.68 | 0.0 | 0.68 | 0.8 |
| TIDJWBwuEeWP9g4JMjGIiQ | I have just finished the first course of this specialization. I don't expect it all to be as easy as this was for me. I'd say the coolest thing, the way I see it is that, throughout the whole course, they never talked about grammar or rules, rather about how we learn best; how students are affected by teachers; pitfalls of teacher burnout, how to's a few, and how not to, yes, but they mostly stayed toward the positive. Sure, there were some things which might be a little exclusively for language teaching, but I'd say, more, really, the things they explained were about teaching and learning in general. Anyway, I can get that grammar stuff out of books , on the net, or even on the Youtube. It's what makes me a good or a better or a worse or a useless teacher I want to learn. And up until NOW, it's exactly THAT they've been helping me with. One real waker-upper was when they suggested that neither the world, nor the classroom is ever (and never going to be) perfect. THAT was a load off my mind, and one of the most encouraging teacher helps I've EVER had: like, "Don't look at what you don't have, but what you DO have is what makes you a "professional"! (even if the lights go out!) Many Thanks! ---Rey Hudson | about how we learn best; how | Student | are affected by teachers; pitfalls of | Positive | 0.63 | 0.5 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | Thanks, this course is an evidence of the advantages of a mooc and a good use of the technology, i learned a lot and i'll keep in mind all your advice. I want to go through all the courses of the specialization, even though i don't have the $$ to purchase for the courses certification, the important thing is that i'm learning a lot and my future first students will be the real certification and rectification of what i have leaned, giving my best self to teach them. Teachers. You are awesome. thanks | a lot and my future first | Student | will be the real certification and | Positive | 0.87 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | The teachers are clear and offer insight into the correct way students should be learning language. The essential questions offer a great way to stimulate critical thought and helps in the digestion of the material. | offer insight into the correct way | Student | should be learning language. The essential | Positive | 0.96 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | I would give it 5 stars but , staff really needs to start reviewing assignments because there are a couple of bad apples copying the work of other students. We work hard and should not have our work plagiarized, but since it is peer review and not teacher graded, they get away with it. | apples copying the work of other | Student | We work hard and should not | Negative | -0.81 | 0.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | it is designed brillantly.Top-notch teachers. everythis is clear and comprehensive,interstinand amazing tasks that make students think and express their own opinions.-thus invite to apply critical thinking.! | comprehensive, interstinand amazing tasks that make | Student | think and express their own opinions. | Positive | 0.99 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | This is an excellent course that inspires thought about who you are (or want to be) as a teacher, fundamental teaching techniques and how your students might feel as language learners. Great metaphors and succinct but helpful videos. I loved this course. | fundamental teaching techniques and how your | Student | might feel as language learners. Great | Positive | 0.78 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | Amazing teachers, valuable information and top-quality materials! Thanks so much for making this course - I gained a lot from it, especially from giving and receiving feedback from fellow students. The only thing I didn't enjoy much are some questions in the tests because sometimes they seem a bit irrelevant. I would recommend making the tests a bit more to the point and reducing the amount of questions:) Thanks for your work!!! | giving and receiving feedback from fellow | Student | The only thing I didn't enjoy | Negative | -1.0 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | This course has great videos. I give it such a low rating to get your attention and point out some serious problems. This is a certification course in how to teach English as a second language. What was not apparent to me though is that you have to take 2 parts of the specialization before getting certified and it will take over a year! Also, there is close to no teacher participation in the module I took and there are no mentors or student teachers (that might change in future classes I would hope, but no guarantees) and there was close to zero feedback of my work or even in the discussion area and no authoritative feedback. Even the peer reviews require your classmates ONLY to judge you based on whether you actually tried to answer the question, if it was between one and three paragraphs and one other silly thing that I can't even remember now. No one is required to give actual feedback and a lot of the assignments were written by students in horrendous English, but that is not to be considered. With so many people taking this course for whom English is not a first language, even these very simple instructions were often misunderstood and people had problems with getting credit for their assignments. Also, even though the videos are really well-done, they are short and contain little information for the price. I figured that I was paying about $50 an hour for the lectures at regular speed. There are also little to no resource links etc. for further study so the lectures are pretty much the only thing you get. If you are a native English speaker who doesn't mind spending an entire year and the cost for well-done videos on the subject is not important, then this course if for you. If however you think this is going to cost only $200 and you would have interaction with teachers and you would get a certification in about half a year... I want to make sure you realize, that is NOT what this specialization is! If you are NOT a native English speaker, this course is designed well I think for people who do not speak English as a native language, who might even have a low level of English, yet who are teaching English already in foreign countries and would have difficulty acquiring certification any other way and therefore don't mind taking a full year to complete the course or the price and for whom not having someone give them feedback would be considered an asset. I have recommended it to friends who are not native speakers of English, but as a native speaker I found it slow, expensive and the assignments to be actually annoying. It's perfect though for my foreigner friends... as long as they understand it's real length and cost! THE CERTIFICATION WILL TAKE OVER A YEAR AND COST AROUND $400. | and there are no mentors or | Student | teachers (that might change in future | Negative | -0.75 | -1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | This course has great videos. I give it such a low rating to get your attention and point out some serious problems. This is a certification course in how to teach English as a second language. What was not apparent to me though is that you have to take 2 parts of the specialization before getting certified and it will take over a year! Also, there is close to no teacher participation in the module I took and there are no mentors or student teachers (that might change in future classes I would hope, but no guarantees) and there was close to zero feedback of my work or even in the discussion area and no authoritative feedback. Even the peer reviews require your classmates ONLY to judge you based on whether you actually tried to answer the question, if it was between one and three paragraphs and one other silly thing that I can't even remember now. No one is required to give actual feedback and a lot of the assignments were written by students in horrendous English, but that is not to be considered. With so many people taking this course for whom English is not a first language, even these very simple instructions were often misunderstood and people had problems with getting credit for their assignments. Also, even though the videos are really well-done, they are short and contain little information for the price. I figured that I was paying about $50 an hour for the lectures at regular speed. There are also little to no resource links etc. for further study so the lectures are pretty much the only thing you get. If you are a native English speaker who doesn't mind spending an entire year and the cost for well-done videos on the subject is not important, then this course if for you. If however you think this is going to cost only $200 and you would have interaction with teachers and you would get a certification in about half a year... I want to make sure you realize, that is NOT what this specialization is! If you are NOT a native English speaker, this course is designed well I think for people who do not speak English as a native language, who might even have a low level of English, yet who are teaching English already in foreign countries and would have difficulty acquiring certification any other way and therefore don't mind taking a full year to complete the course or the price and for whom not having someone give them feedback would be considered an asset. I have recommended it to friends who are not native speakers of English, but as a native speaker I found it slow, expensive and the assignments to be actually annoying. It's perfect though for my foreigner friends... as long as they understand it's real length and cost! THE CERTIFICATION WILL TAKE OVER A YEAR AND COST AROUND $400. | of the assignments were written by | Student | in horrendous English, but that is | Negative | -0.83 | -1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | This was a very interesting module, other than giving out imporant information to question ourselves as language teacher it encouraged us to think again and review how is it that we are really performing as teachers, are we asking the right questions? are we thinking of the best ways to enroll our students on leargning languages? are we wnjoying our labour? All of the lessons provided not only gave information to improve our classes but gave us the opportunity to wonder what can we do better and how can we be better as teachers. Thank you! | the best ways to enroll our | Student | on leargning languages? are we wnjoying | Positive | 0.71 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | Excellent video production, examples, etc. The information is practical and concise, and so easy to relate to real students and teachers. Thank you! | so easy to relate to real | Student | and teachers. Thank you! | Positive | 0.99 | 1.0 | 1.06 | 1.19 |
| TIDJWBwuEeWP9g4JMjGIiQ | This class felt a bit elementary . . . but it had some good material as well. I would appreciate a bit less overacting and goofiness (which actually praised in the course) and have a bit more academic material. In one of the videos, the professor suggested that teaching should be slightly above the student's level but not too high. This course seemed to be a bit lower than my level (but I have taken education courses in the past). | teaching should be slightly above the | Student | level but not too high. This | Negative | -0.69 | 0.0 | 1.06 | 1.19 |
| tjqUXz-5EeWpogr5ZO8qxQ | Best material I could ever find related to Global Financial Crisis. As a student of Economics, this course was very helpful it is must for someone who just wants to know what happened in an easy to understand and practical manner. Both the faculties are of very high stature and have closely observed the crisis. Professor Andrew is a financial economist and explains beautifully the events and timeline of GFC and Professor Geithner was himself involved in all policy reactions and his role has been highly appreciated worldwide as President of New York Fed. Awesome experience really. Thanks Coursera. It's like a dream come true to be taught by such eminent personalities. | to Global Financial Crisis. As a | Student | of Economics, this course was very | Positive | 0.81 | 1.0 | 1.32 | 1.37 |
| tjqUXz-5EeWpogr5ZO8qxQ | Excellent analysis for the novice student of financial markets. | Excellent analysis for the novice | Student | of financial markets. | Positive | 0.92 | 1.0 | 1.32 | 1.37 |
| tjqUXz-5EeWpogr5ZO8qxQ | There was no engagement between the course instructors and students at all. It felt like students were running the whole show and discussion forums. | engagement between the course instructors and | Student | at all. It felt like students | Negative | -0.99 | -1.0 | 1.32 | 1.37 |
| tjqUXz-5EeWpogr5ZO8qxQ | There was no engagement between the course instructors and students at all. It felt like students were running the whole show and discussion forums. | students at all. It felt like | Student | were running the whole show and | Negative | -1.0 | -1.0 | 1.32 | 1.37 |
| tjqUXz-5EeWpogr5ZO8qxQ | The best course I have ever attended in Coursera. From the subject matter to the course facilitators and the material shared with the students, this course is intense, data-rich, highly analytical and thought provoking. Given a chance, I would redo this course in a heartbeat. A must for anyone interested in Economics or just interested to know conclusively, what happened during the Global Financial Crisis. | and the material shared with the | Student | this course is intense, data-rich, highly | Positive | 0.99 | 1.0 | 1.32 | 1.37 |
| Tr9rK6JtEeSwKiIACiONVg | Professor Carbrey seems like she's just struggling to explain the information to herself, let alone explain it to students. She's knowledgable in the way that any fluent speaker of English is knowledgable about how to speak English, but has no idea how to actually explain how to speak English. Dr. Jakoi is brilliant, but sometimes glosses over certain things that I'm sure to her are so basic they don't merit explanation, but to a student they could use at least a quick explanation. Overall, I watched Khan Academy for each subject matter before watching each unit so that Dr. Jakoi's lectures wouldn't be over my head and so that Dr. Carbrey's lectures actually made some kind of sense. | herself, let alone explain it to | Student | She's knowledgable in the way that | Negative | -0.88 | 0.0 | 1.01 | 1.21 |
| Tr9rK6JtEeSwKiIACiONVg | Professor Carbrey seems like she's just struggling to explain the information to herself, let alone explain it to students. She's knowledgable in the way that any fluent speaker of English is knowledgable about how to speak English, but has no idea how to actually explain how to speak English. Dr. Jakoi is brilliant, but sometimes glosses over certain things that I'm sure to her are so basic they don't merit explanation, but to a student they could use at least a quick explanation. Overall, I watched Khan Academy for each subject matter before watching each unit so that Dr. Jakoi's lectures wouldn't be over my head and so that Dr. Carbrey's lectures actually made some kind of sense. | don't merit explanation, but to a | Student | they could use at least a | Negative | -0.94 | 0.0 | 1.01 | 1.21 |
| Tr9rK6JtEeSwKiIACiONVg | I'm a high school student interested in human physiology. This course is AMAZING! Though sometimes I felt overwhelmed and couldn't remember everything, I think it was worth every effort and energy. | I'm a high school | Student | interested in human physiology. This course | Negative | -0.98 | 1.0 | 1.01 | 1.21 |
| Tr9rK6JtEeSwKiIACiONVg | Best and best delivered course with best tutors and warm students. | course with best tutors and warm | Student | | Positive | 0.98 | 1.0 | 1.01 | 1.21 |
| Tr9rK6JtEeSwKiIACiONVg | PERFECT COURSE TO BEGINERS OU STUDENTS | PERFECT COURSE TO BEGINERS OU | Student | | Positive | 0.74 | 1.0 | 1.01 | 1.21 |
| Tr9rK6JtEeSwKiIACiONVg | The course provided an excellent background in physiology in a simple and comprehensible manner; for that I am very grateful as a high school student. | very grateful as a high school | Student | | Negative | -0.98 | 1.0 | 1.01 | 1.21 |
| Tr9rK6JtEeSwKiIACiONVg | Very good for a undergraduate student. Thanks | Very good for a undergraduate | Student | Thanks | Positive | 0.97 | 1.0 | 1.01 | 1.21 |
| tWgmnb03EeS5IyIACyCAHg | The high video production values of this course fail to hide the abysmal lack of content. With approximately 4 mins per week of video charging $49 for this course is a disgrace. Potential students should save their money and read the relevant Wikipedia pages. | this course is a disgrace. Potential | Student | should save their money and read | Negative | -1.0 | -1.0 | 1.17 | 1.19 |
| tWgmnb03EeS5IyIACyCAHg | The course is for an overview of many aspects of cybersecurity. There are many resources to read, videos that briefly discuss concepts of the week. Then there are quizzes and discussions with the topic of the week, doing the possibility at the student to talk about that and post his idea for assimilate concepts and reaching goals of the course. This is useful also for discuss with other students and how your ideas is viewed. I think there is a very basic course in his entire length, with more reading lectures at academic or professional level not for a beginner. it can be adding videos with more length and in-depth that in a easy way the ten domain about cybersecurity. | useful also for discuss with other | Student | and how your ideas is viewed. | Positive | 0.88 | -0.5 | 1.17 | 1.19 |
| tWgmnb03EeS5IyIACyCAHg | Thank you for providing this course. It was really very helpful to get an overview of cyber-security. But I will also like to suggest you to add some supporting study material along with this course, So it will be helpful to the students who are searching for in-depth knowledge. Thanks again. | it will be helpful to the | Student | who are searching for in-depth knowledge. | Positive | 0.67 | 1.0 | 1.17 | 1.19 |
| tWgmnb03EeS5IyIACyCAHg | I wish they spent more time on the content of videos and less on the silly effects and 30-second intro and outro sequences. Practically every question of the final comes word-for-word from a book not assigned in the module readings and not available for free to students for them to study. I won't be taking any other courses from this school if this course was an indication of quality. | and not available for free to | Student | for them to study. I won't | Negative | -0.68 | -1.0 | 1.17 | 1.19 |
| tWgmnb03EeS5IyIACyCAHg | Could have utilized video lectures more. Questions on final exam did not seem to relate to materials covered in course. Course seems to just comprise 1 or 2 minute long video lectures and then direct students to vast amounts of online reading material. | long video lectures and then direct | Student | to vast amounts of online reading | Negative | -0.78 | -0.5 | 1.17 | 1.19 |
| tWgmnb03EeS5IyIACyCAHg | I have learning a lot about cybersecurity in this course, and I really liked the process of handing in assignments as well as reviewing other students' work. | assignments as well as reviewing other | Student | work. | Positive | 0.95 | 1.0 | 1.17 | 1.19 |
| TYSbV73jEeW1WAr3aepXuw | The course contains some interesting insights on writing a scientific paper. What I like about the course is that it is given by graduate students. But this is also a drawback. Sometimes, the material seems too simplistic. | that it is given by graduate | Student | But this is also a drawback. | Positive | 0.97 | 0.0 | 0.88 | 0.99 |
| TYSbV73jEeW1WAr3aepXuw | Excellent work for the PhD students...! | Excellent work for the PhD | Student | . . ! | Positive | 0.79 | 1.0 | 0.88 | 0.99 |
| TYSbV73jEeW1WAr3aepXuw | It is good, but there is a student speaking that is really difficult to understand. | is good, but there is a | Student | speaking that is really difficult to | Negative | -0.74 | 0.0 | 0.88 | 0.99 |
| T_hpstgKEeSA2iIAC22KLw | Outstanding. I found Professor Sachs course immensely valuable in building a deeper understanding of humanity's most urgent treats and possible ways forward in the Antropocene age. To effect the desire outcomes, the course should be compulsory for policy makers, corporate board members, educators, students, change-agents, as well as citizens at large. However, it can be strongly argued if sustainable development goals are collectively feasible or a paradox when economic models and growth metrics used by most economies continue to ignore environmental impacts, Earth's finite resources, and systemic economic inequality. A systems approach to restructuring economic models is needed. We need an economic system that protects our shared commons and promotes better corporate governance - that includes comprehensive accounting of the biocapacity of the planet and our environmental impacts, and, a broader metric of human well-being (vs. GDP) that reduces economic inequality and internalizes externalities. In short, a new economic paradigm must be in place. As a next step, I would welcome a serious discourse and examination of current economic models and how they can be enhanced to drive sustainable development. Respectfully submitted, Ed Wong | policy makers, corporate board members, educators, | Student | change-agents, as well as citizens at | Positive | 0.97 | 1.0 | 0.96 | 1.24 |
| T_hpstgKEeSA2iIAC22KLw | I thoroughly enjoyed this course since Prof. Sachs was so knowledgable in all the aspects of SD- economic, political, social and environmental. I could see from the last video that he is very passionate about what he teaches. I have gained so much knowledge from this course and I am very grateful to Prof.Sachs for doing this. Indumathi Environmental Science Student India | for doing this. Indumathi Environmental Science | Student | India | Negative | -0.64 | 1.0 | 0.96 | 1.24 |
| T_hpstgKEeSA2iIAC22KLw | I found this course really useful and I recommend it for all the students or people that are interested about International Development, Sustainability, Problem solving solutions, or like the professor said, for the dreamers that hope that a better world can be possible. | I recommend it for all the | Student | or people that are interested about | Positive | 1.0 | 1.0 | 0.96 | 1.24 |
| T_hpstgKEeSA2iIAC22KLw | Excellent course content but very poorly designed quizzes. More clarity is needed in formulating questions, since different pages have different values for the same data sets (even on the same website such as the World Bank indicator datasets) and it will be difficult for students to get the right answers. | and it will be difficult for | Student | to get the right answers. | Positive | 0.86 | -1.0 | 0.96 | 1.24 |
| T_hpstgKEeSA2iIAC22KLw | Very good course, I enjoyed it very much and appreciated the educated and polite style of Prof. Jeffrey Sachs. I would have appreciated a copy of the figures and grafique shown. The course release in 2012 would need to be updated. The Quizz need a real involvement of the student to be completed; challenging but I personnaly appreaciated very much. The Quizz would need some profound revision since some links are not available anymore and some answer are simply wrong. A Statement from the Columbia University / Prof. J. Sachs would have been welcome since completing the 14 week course imply a real involvement from the student. Overall very appreciated course, Thank Prof. Sachs! | imply a real involvement from the | Student | Overall very appreciated course, Thank Prof. | Positive | 0.95 | 0.0 | 0.96 | 1.24 |
| T_hpstgKEeSA2iIAC22KLw | great leaning experience, as a student of development studies i found this course very significant for me.this course help me out ,how to set my approach in a certain development program. thank you so much ,coursera, Columbia University, and last but not the least PROF SACHS..to give me opportunity to learn this course from my home town. | great leaning experience, as a | Student | of development studies i found this | Positive | 0.78 | 1.0 | 0.96 | 1.24 |
| T_hpstgKEeSA2iIAC22KLw | I am a doctoral student in economics and political science. I had read Professors Sachs book, The End of Poverty, when I was in high school. I decided to take a basic course out of curiosity. While I belief the course is very basic and somewhat long, it does a wonderful job at introducing The Age of Sustainable Development. A light course, but provides a solid foundation for those who are interested in the topic! | I am a doctoral | Student | in economics and political science. I | Negative | -0.72 | 1.0 | 0.96 | 1.24 |
| U-SKLJVlEeWF6gpQJiw6hQ | Learned quite a bit as a beginner photography student. One thing that would have been helpful is if the weeks were flip-flopped. Week 3 and 4 replacing Week 1 and 2. | a bit as a beginner photography | Student | One thing that would have been | Negative | -0.96 | 0.5 | 1.01 | 1.16 |
| U-SKLJVlEeWF6gpQJiw6hQ | It is very a great experience to learn about the grammar of photography, those are the basic. I also got an idea about frame, composition and about the goal of a photograph. This series of lectures guides the students to learn how start "working on scene". | This series of lectures guides the | Student | to learn how start " working | Positive | 0.71 | 1.0 | 1.01 | 1.16 |
| U-SKLJVlEeWF6gpQJiw6hQ | The course is really interesting, along with lessons, I like the cooperation between students in reviewing each other''s pictures - it's very interesting. Waiting for the next course with interest. Best of luck, Beso. | lessons, I like the cooperation between | Student | in reviewing each other''s pictures - | Positive | 0.75 | 1.0 | 1.01 | 1.16 |
| U-SKLJVlEeWF6gpQJiw6hQ | Really enjoying the pace of this course. The video sections are easily digestible! I like the assignments and my classmates and I are learning to critique. It would be nice if the instructors could do some critique for the students who are paying for the full program including the Capstone project at the end. | could do some critique for the | Student | who are paying for the full | Negative | -0.85 | 1.0 | 1.01 | 1.16 |
| U-SKLJVlEeWF6gpQJiw6hQ | I have to say, I am disappointed in that I feel there is little to no interaction here between students and instructors/aides. Additionally, the assignments are not functioning properly and it creates much confusion. The instructors videos are great and have been helpful but the rest is lacking! There is no way to view other's bodies of work and critiques are very vague, etc. This is photography... where is the photography from learners (other than the assignments)? Why is there no gallery here? | little to no interaction here between | Student | and instructors/aides. Additionally, the assignments are | Negative | -0.96 | -0.5 | 1.01 | 1.16 |
| U-SKLJVlEeWF6gpQJiw6hQ | Although I've been active in photography for many years, there was still new information. I enjoyed the assignments as they made me think more creatively about my environment. I enjoyed the class. reviewing as well as the reviews from the other students. Thank you for a great class. | as the reviews from the other | Student | Thank you for a great class. | Positive | 0.99 | 0.5 | 1.01 | 1.16 |
| urbm-CT-EeWCGRL6mLoB5w | The information in this course was valuable, but the assignments were poorly integrated with the course. The types of documents assigned were either not covered or barely covered in the course leaving the students to guess what was expected. For one assignment the provided template left off a section required in the grading criteria. The quizes were also poorly tied to the lecture material and some of the questions were ambiguous. There were several quizes were a single wrong answer resulted in having to take the quiz over. | covered in the course leaving the | Student | to guess what was expected. For | Negative | -0.87 | 0.0 | 0.72 | 0.89 |
| urbm-CT-EeWCGRL6mLoB5w | Game video pitch is the most interesting assignment. I have got chance to see other students' ideas. | have got chance to see other | Student | ideas. | Positive | 0.8 | 0.5 | 0.72 | 0.89 |
| urbm-CT-EeWCGRL6mLoB5w | This course tries to cover the many aspects around the games industry. But the coverage in each of the subject is not deep enough to be useful. For example, the instructor talks about project management, public speaking, how to write a resume etc. The instructor starts by talking about why they are useful, and then followed by one to two 10-15 minutes long video lectures. Each of these could worth a full Coursera course and I am sure the other courses have better coverage than in this course. The quiz questions are not well thought and do not stimulate thinking at all. Some of the "correct" answers are personal opinions but you have to choose them in order to pass the quiz. The third peer grading assessment asks students to post a video either to pitch himself/herself or to pitch the game the student makes. However, the specialization up to this point does not equip student with the skills beyond the basics. Unless you are already in the industry, I do not think anyone can make anything impressive to be worth pitching in front of the audience. | The third peer grading assessment asks | Student | to post a video either to | Negative | -0.84 | -0.5 | 0.72 | 0.89 |
| urbm-CT-EeWCGRL6mLoB5w | This course tries to cover the many aspects around the games industry. But the coverage in each of the subject is not deep enough to be useful. For example, the instructor talks about project management, public speaking, how to write a resume etc. The instructor starts by talking about why they are useful, and then followed by one to two 10-15 minutes long video lectures. Each of these could worth a full Coursera course and I am sure the other courses have better coverage than in this course. The quiz questions are not well thought and do not stimulate thinking at all. Some of the "correct" answers are personal opinions but you have to choose them in order to pass the quiz. The third peer grading assessment asks students to post a video either to pitch himself/herself or to pitch the game the student makes. However, the specialization up to this point does not equip student with the skills beyond the basics. Unless you are already in the industry, I do not think anyone can make anything impressive to be worth pitching in front of the audience. | to this point does not equip | Student | with the skills beyond the basics. | Negative | -0.67 | -0.5 | 0.72 | 0.89 |
| UYzGkJfFEeWqkw5zNB248Q | The glitches with Coursera itself are not excusable and should be taken as a black mark against the organization. They made the professors and Michigan State look less than average and caused confusion among the students. The material is good and it makes me learn about the camera that I use and try new things. | average and caused confusion among the | Student | The material is good and it | Positive | 0.74 | 0.0 | 0.89 | 0.93 |
| UYzGkJfFEeWqkw5zNB248Q | The only content I had access to were lectures, but I still want to say that I really liked this course. And I'm looking forward to another courses of this specialization. I'm a music student with bachelor's degree in Computer Science and dozens of coursera certificates (from the times they were free), I'm curious about everything. I used to say that I'll learn to paint when I retire :) But it turned out that I can do pretty good photos without having to wait until retirement. It's not the same thing, of course, but it's a visual art. This course and "Cameras, Exposure, and Photography" teached me a lot and brought so much joy into my life. I'm not planning to make money as a photographer, but I'm happy to have an opportunity to create better and better photographs. Thank you, Prof. Glendinning and Prof. Sullivan. And thanks to everyone who helped to create this course. My photos can be found here, in case you're curious: https://www.flickr.com/photos/140271759@N03/ Most of them are made with my old cheap digital camera, only a few with a new DSLR. I would never have the courage and motivation to buy it without your courses. Thanks again for all the happiness photography brings into my life :) | of this specialization. I'm a music | Student | with bachelor's degree in Computer Science | Negative | -0.73 | 1.0 | 0.89 | 0.93 |
| v0l76HmGEeSi3yIACzSGcw | For me, this course was very thought-provoking. The professor gave many examples to make sure students understood the study materials. It was very interesting and challenging course. Even for someone who doesnt have skills in negotiation, this course definetely helped me to understand how to negotiate with structure and how to use it. Every penny was worth it! | gave many examples to make sure | Student | understood the study materials. It was | Negative | -0.88 | 0.5 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | I think it's a great course that allows an individual to develop his skills and practice in everyday negotiation. It has a unique approach in visualization and towards the results you want to do in a negotiation and asks you a lot of questions: Should you negotiate? What is your goal? Is it legal? Ethical? Prof. Seidel videos are easy to watch and learn and makes you feel as if you were inside one of his classes,he shares his vast knowledge and experience and lets us practice a real life negotiation between students. I also bought his book, which summarizes and explains other aspects of the course. | practice a real life negotiation between | Student | I also bought his book, which | Positive | 0.93 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | Exceptional practical knowledge well explained examples, one confusing part was in the final exam multiple choice of the answer option titled "two of the above" as the student should be able to select 2 each of the 2 answers or this option is redundant in my opinion other wise overall really enjoyed the course. | two of the above" as the | Student | should be able to select 2 | Positive | 0.73 | 0.5 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | I have thoroughly enjoyed this online course and have been able to broaden my skill set and understanding accordingly. This course has given me the tools and knowledge to plan out future negotiations and dispute management which is crucial in the field I work in. Thank you for taking the time to create such a vast and detailed course. As an international student, I also enjoyed learning more about Michigan and the core focus of the University. | and detailed course. As an international | Student | I also enjoyed learning more about | Positive | 1.0 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | Very good course, structure, content, and engaging fellow students -- big Thanks UofM! :)) | course, structure, content, and engaging fellow | Student | -- big Thanks UofM! :)) | Positive | 0.94 | 0.5 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | The teacher really consider the students from different countries make the course in a good path. | The teacher really consider the | Student | from different countries make the course | Positive | 0.7 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | very useful & professional course full of illustrated examples which facilitate understanding , I enjoyed being one of professor's Siedel online students and I hope I will repeat this experiment another time | being one of professor's Siedel online | Student | and I hope I will repeat | Positive | 0.71 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | An excellent course, with plenty of practical examples! Another good aspect is that it touched on the legal aspects of negotiation and contracts, which is important since so many types of negotiation have a formal and legal element. There's even an opportunity to practice a realistic negotiation with other students via video calling. | practice a realistic negotiation with other | Student | via video calling. | Positive | 0.88 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | It has been an honor and pleasure being able to listen to Professor Siedel's lectures on successful negotiation strategies. As a law student interested in business/finance/corporate law, his course has been a great comprehensive look at the interconnectedness of business and law. The humility with which Professor Siedel possesses is humbling and extraordinary of a person of his intellectual caliber and professional accomplishments. Many law/business professors I have known are rather intimidating and unsettling. I have learned an invaluable amount of very unique knowledge and skills that Mr.Siedel teaches to some of the most important financial and legal movers and shakers around the world. Yet despite his reaches throughout the world, he seems like the most kind and relatable man. His jokes are impeccably timed, especially during a lesson that may seem a bit dry or difficult and I never found his lectures to be boring. In fact, throughout my time with the course I always looked forward to the videos and am very sad to see the end of them. Additionally, I had the mindset that in order to be successful in business or law, I'd have to adapt more of a detached, zero-sum approach to my professional life. Not only has Professor Siedel changed my idea of how business and legal negotiations work, he has shown that there is in fact more to be gained by seeing people as people and not as mere numbers. Thanks for not just the academic lessons, but life lessons as well. I hope to walk in beauty much as you do Professor Siedel. | successful negotiation strategies. As a law | Student | interested in business/finance/corporate law, his course | Positive | 0.85 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | this is an amazing course for every student to enhance their career. | is an amazing course for every | Student | to enhance their career. | Positive | 1.0 | 1.0 | 0.39 | 1.23 |
| v0l76HmGEeSi3yIACzSGcw | I'm an undergraduate student from Serbia and I liked this course very much. Professor is great, he gives examples all the time and perfectly summarizes every lecture. It is noticeable how much effort is put into making this course possible. I learned a lot of new things that I can use not only in my future career, but in everyday life. Thank you! Ana, 22 years old | I'm an undergraduate | Student | from Serbia and I liked this | Positive | 0.95 | 1.0 | 0.39 | 1.23 |
| V5SinKHsEeSqoSIACzsKQg | Whether you are a non-medically inclined student seeking to make sense of the vast landscape of health information or a person with a strong science background looking to apply your skills on a global scale, this course is for you! Taught with a mix of engaging videos, lectures, and interviews, Dr. Boyd breaks down the complex terms and information surrounding global health in a way that is engaging, informative, and practical. You will learn about the global burden of disease, the health concerns facing certain countries, as well as key strategies the global community and even individuals can implement to improve health outcomes whatever your field of specialization. | Whether you are a non-medically inclined | Student | seeking to make sense of the | Negative | -0.97 | 1.0 | 0.95 | 1.21 |
| V5SinKHsEeSqoSIACzsKQg | Very engaging and informative course! Would highly recommend to those seeking a "101" on Global Health or looking to refresh their understanding of the space. Dr. Boyd is a highly engaging instructor and brings in different forms of instruction to keep the student involved (interviews with public health professionals, on-site investigation of a topic, etc.). | forms of instruction to keep the | Student | involved (interviews with public health professionals, | Positive | 0.92 | 1.0 | 0.95 | 1.21 |
| v8BCQVu-EeWzUQ41NnCQkQ | The Course material and method of testing the understanding of the student needs to be improved. Despite the low quality of the quizzes, the course is very inspiring. The examples showed are very good and the lectures concentrated on teaching the underlying concept rather the Mathematics involved, which was refreshing. | of testing the understanding of the | Student | needs to be improved. Despite the | Positive | 0.95 | 0.0 | 0.8 | 0.98 |
| v8BCQVu-EeWzUQ41NnCQkQ | This is the worst course online I've done so far. I would not recommend it to anyone as it stands, regardless of the student's background, this course is just poor and lacking. The premise of this course is a promising one, the topic is still in its infancy and seems very interesting. Having said that, this is about everything positive that I can say about this course. For starters, the videos seem good at first, but later it becomes very superficial and monotone. The content is many times just rushed through and it's visible that the lecturers at several occasions have difficulty even to read their own slides! However, the worst part of the course are the quizzes. There are 24 graded quizzes in total, to pass the course you need to pass all 24 of them! To make matters worse, the minimum passing marks for each quiz is 80%, that wouldn't have been such an issue if most quizzes had 5 or more questions, which is not the case, most of the quizzes have 4 or less questions. This is such an unreasonable requirement, if you miss only one question in a quiz with 3 questions there's already no chance to pass the course! The content of each quiz is also very troublesome, we are essentially being graded for trivia, a considerable number of the questions are very superficially related to not related at all to the subject of each lecture. Instead of using the questions to delve deeper into the topic at hand, they only create confusion with futilities. A little example, the topic of a subject was about the mechanical properties of using multiple templates and a question in its quiz was about an electric circuit that is never shown in the question itself, only briefly shown in the lecture video for about 10s, minimal information is given without any explanation of what they mean and we are asked to enter a formula as the answer for which also almost no information is given about which notation we should use for the formula itself. There are other cases where there are multiple choice questions which have incorrect answers accepted by the grader. In one instance, two of the options available are contradictory to each other, however the accepted answer was the one involving both. In another instance, there was more than one solution available to an answer, however the grader accepted only one and there was no information in the question itself to narrow down the possible answers to the desired one. Finally, there is no active community by the TA and professors, I have never had a single answer form a TA or professor, only sporadical replies from a mentor, who has no authority to fix any issue by him or herself. All these issues just point to how poorly this course was designed. It had such high hopes, but they fell short flat. In doing this course, I found myself reverse engineering most of the questions just to try to find an accepted answer and try to understand what it meant. The imposed 8-hour period between attempts at the quizzes only hindered my progress. I was focused and engaged in studying for each quiz, however, after 3 failed attempts I had an imposed break period that makes little sense. In the end, this course only made me feel like the very object of my learning: a robot. I am really disappointed with this course. | as it stands, regardless of the | Student | background, this course is just poor | Negative | -0.7 | -1.0 | 0.8 | 0.98 |
| v8BCQVu-EeWzUQ41NnCQkQ | In some ways good, but deeply flawed. The assignments were weakly correlated with the lectures, and no explanation was given for correct answers or for incorrect answers. I believe the authors would have benefited greatly from getting outside feedback from an advanced undergraduate or beginning graduate student, rather than each other. | an advanced undergraduate or beginning graduate | Student | rather than each other. | Positive | 0.81 | -0.5 | 0.8 | 0.98 |
| v9CQdBkhEeWjrA6seF25aw | Amazing resources, fantastic discussion points; a great course for art students and art teachers alike! | points; a great course for art | Student | and art teachers alike! | Positive | 0.88 | 1.0 | 0.82 | 1.09 |
| v9CQdBkhEeWjrA6seF25aw | This course is designed for school teachers and, perhaps, for art museum's workers. I'm neither, but I took this course because I'd like to know more about the modern art. The course is essentially a merge of two independent parts, namely, videos about artworks and papers about different theories of education in art. I took this course because of artworks, so I was not interested in papers. Videos were great; especially the first one in each lesson. Even my husband, who isn't fond of art in general, found these videos interesting. In videos, lecturer explains history and meaning of each piece of art. Required reading was dramatically different. First, students are required to read at least 10 pages (art papers) about approaches in teaching AND at least 4 articles in museum's website PER WEEK. Actually, careful reading not just browsing does take a lot of time, in fact, it takes way more time per week than claimed. In addition, these reading were not useful for me! I am not interested in teaching art, and reading same facts about artworks that I've heard in lectures is waste of my time. Seriously, I and most of people grasp most of the ideas from the first time; even if not, I would watch the video again. Why should I do extra reading that brings me no extra knowledge? On a good side, one can pass quiz without any reading. Just a bit of thinking process, and you pass with 5/6 or 6/6 score. Overall, the course is attractive because of amazing videos. However, I believe that this course must be reorganized in two different courses - one would be about artworks and understanding of art, another would be about teaching techniques in art. | Required reading was dramatically different. First, | Student | are required to read at least | Negative | -0.76 | 0.0 | 0.82 | 1.09 |
| v9CQdBkhEeWjrA6seF25aw | AWESOME. I loved it. It was so helpful for my classes and to give me in insight about how we can teach students to really look at art. | insight about how we can teach | Student | to really look at art. | Positive | 0.68 | 1.0 | 0.82 | 1.09 |
| Vh4RJTk8EeWJaxK5AT4frw | Thanks a lot, Colleen! That was really nice and useful course, and you made everything so easy to understand! Also i thank all the students, who checked my works and made helpful and very warm comments! Thanks a lot! And thanks a lot Coursera.org | understand! Also i thank all the | Student | who checked my works and made | Positive | 0.82 | 1.0 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | A very god course again, I feel, following the HTML one. I really enjoy Prof. van Lent's teaching manner and she helps students to stay focused and attentive ... well I was anyway! Now I'm continuing with the course in JavaScript - I know she'll make it relatively easy! ;-) | Lent's teaching manner and she helps | Student | to stay focused and attentive . | Positive | 0.96 | 1.0 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | This course is definately challenging with all the new things to learn but the instructor and the student community as well as the individual learning effort make it worthwhile | learn but the instructor and the | Student | community as well as the individual | Positive | 1.0 | 0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | The material and resources are excellent. This was the first course I took without any mentors or tutors, so my participation in the discussions was very high. The following could be improved: inclusion of 'type="text/css"' in the <LINK> element; perils of alternating between background and background-color, especially in complicated, long style sheets; links to Coursera lecture videos and materials from the students' side rather than teacher's; explanation for Assignment One if the text-align:center style should be applied to the <a> or the <nav> element (I used the nav because I wanted the menu styled below the H1 heading, which is where the menu is positioned in later assignments). I'm deducting a star for Coursera's unwillingness to respond in its Community Help Forums to its method of assigning peer review assignments and for introducing new 'features' without notice to its educational content partners. I shouldn't have to engage a very busy professional to intercede on the students' behalf. Despite the large population of people taking the class (or is that cumulative? Coursera doesn't specify), about twenty students were active on the Discussion Forums. I felt we students were left on our own which is fine as long as we all are aware that the more peer reviews we do, the more we can learn from each other. I also did not like the error message in red 'There was an upload error. Please try again' coexisting with the 'Your assignment was submitted successfully!' in green on the same page. This confused lots of us and those of us who'd never used the transloadit.com script for uploading our assignments for peer-review would only know of transmission error if classmates flagged our submissions. I identified this as an issue and Coursera didn't respond because I'm only a lowlife deadbeat student. Never mind that there are people who've paid for the courses who encounter the same issues on this platform. | lecture videos and materials from the | Student | side rather than teacher's; explanation for | Negative | -0.88 | 0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | The material and resources are excellent. This was the first course I took without any mentors or tutors, so my participation in the discussions was very high. The following could be improved: inclusion of 'type="text/css"' in the <LINK> element; perils of alternating between background and background-color, especially in complicated, long style sheets; links to Coursera lecture videos and materials from the students' side rather than teacher's; explanation for Assignment One if the text-align:center style should be applied to the <a> or the <nav> element (I used the nav because I wanted the menu styled below the H1 heading, which is where the menu is positioned in later assignments). I'm deducting a star for Coursera's unwillingness to respond in its Community Help Forums to its method of assigning peer review assignments and for introducing new 'features' without notice to its educational content partners. I shouldn't have to engage a very busy professional to intercede on the students' behalf. Despite the large population of people taking the class (or is that cumulative? Coursera doesn't specify), about twenty students were active on the Discussion Forums. I felt we students were left on our own which is fine as long as we all are aware that the more peer reviews we do, the more we can learn from each other. I also did not like the error message in red 'There was an upload error. Please try again' coexisting with the 'Your assignment was submitted successfully!' in green on the same page. This confused lots of us and those of us who'd never used the transloadit.com script for uploading our assignments for peer-review would only know of transmission error if classmates flagged our submissions. I identified this as an issue and Coursera didn't respond because I'm only a lowlife deadbeat student. Never mind that there are people who've paid for the courses who encounter the same issues on this platform. | cumulative? Coursera doesn't specify), about twenty | Student | were active on the Discussion Forums. | Negative | -0.69 | 0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | The material and resources are excellent. This was the first course I took without any mentors or tutors, so my participation in the discussions was very high. The following could be improved: inclusion of 'type="text/css"' in the <LINK> element; perils of alternating between background and background-color, especially in complicated, long style sheets; links to Coursera lecture videos and materials from the students' side rather than teacher's; explanation for Assignment One if the text-align:center style should be applied to the <a> or the <nav> element (I used the nav because I wanted the menu styled below the H1 heading, which is where the menu is positioned in later assignments). I'm deducting a star for Coursera's unwillingness to respond in its Community Help Forums to its method of assigning peer review assignments and for introducing new 'features' without notice to its educational content partners. I shouldn't have to engage a very busy professional to intercede on the students' behalf. Despite the large population of people taking the class (or is that cumulative? Coursera doesn't specify), about twenty students were active on the Discussion Forums. I felt we students were left on our own which is fine as long as we all are aware that the more peer reviews we do, the more we can learn from each other. I also did not like the error message in red 'There was an upload error. Please try again' coexisting with the 'Your assignment was submitted successfully!' in green on the same page. This confused lots of us and those of us who'd never used the transloadit.com script for uploading our assignments for peer-review would only know of transmission error if classmates flagged our submissions. I identified this as an issue and Coursera didn't respond because I'm only a lowlife deadbeat student. Never mind that there are people who've paid for the courses who encounter the same issues on this platform. | the Discussion Forums. I felt we | Student | were left on our own which | Negative | -0.65 | 0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | The material and resources are excellent. This was the first course I took without any mentors or tutors, so my participation in the discussions was very high. The following could be improved: inclusion of 'type="text/css"' in the <LINK> element; perils of alternating between background and background-color, especially in complicated, long style sheets; links to Coursera lecture videos and materials from the students' side rather than teacher's; explanation for Assignment One if the text-align:center style should be applied to the <a> or the <nav> element (I used the nav because I wanted the menu styled below the H1 heading, which is where the menu is positioned in later assignments). I'm deducting a star for Coursera's unwillingness to respond in its Community Help Forums to its method of assigning peer review assignments and for introducing new 'features' without notice to its educational content partners. I shouldn't have to engage a very busy professional to intercede on the students' behalf. Despite the large population of people taking the class (or is that cumulative? Coursera doesn't specify), about twenty students were active on the Discussion Forums. I felt we students were left on our own which is fine as long as we all are aware that the more peer reviews we do, the more we can learn from each other. I also did not like the error message in red 'There was an upload error. Please try again' coexisting with the 'Your assignment was submitted successfully!' in green on the same page. This confused lots of us and those of us who'd never used the transloadit.com script for uploading our assignments for peer-review would only know of transmission error if classmates flagged our submissions. I identified this as an issue and Coursera didn't respond because I'm only a lowlife deadbeat student. Never mind that there are people who've paid for the courses who encounter the same issues on this platform. | because I'm only a lowlife deadbeat | Student | Never mind that there are people | Negative | -0.8 | 0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | The professor is very clear with her teaching and doesn't go too far too quickly. The range of materials is appropriate as she teaches cumulatively instead of throwing the student into this big world of styling. Hopefully she has more classes to teach because I would love to enroll in them! | teaches cumulatively instead of throwing the | Student | into this big world of styling. | Negative | -0.82 | 1.0 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | Good course. Easy to follow for unexperienced students. | course. Easy to follow for unexperienced | Student | | Positive | 0.95 | 0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | While I love Dr. van Lent's teaching style, I was somewhat disappointed in the course as a whole. After about the first week the instructor was not heard from again on the forums. It wasn't until about the last week that some official teaching staff started to make an appearance. This was an issue as, especially in the first week, as there was a good deal of discrepancy between what was on the grading rubric, what was provided in description for the homework, and what was in an optional video that described the homework. All with no official direction as to what was correct, or how things should be properly graded. The students were just left to themselves to try and interpret what the instructor meant, and what was the proper thing to do in regards to the peer grading. This continued, albeit to a far lesser extent, through the remainder of the course. While I don't expect instructors to be in the forums all that often, I do expect them to clear up obvious issues, and to make some type of official statement as to how students should proceed. I believe this was the first offering of this course, and I hope as it offered again those discrepancies are fixed, and perhaps more official teaching staff are able to monitor the forums. As far as the material itself, it is pretty good, and covers most of the basics well. As I said at the start, I really love Dr. van Lent's teaching style. She is very encouraging, and easy to understand. She is also very human, making mistakes as she goes along, and correcting them. I feel this gives the student a good experience of the real world iterative process that coding is, that even with experience mistakes are still made, and to be expected, and how to go about doing some debugging to correct those mistakes. | things should be properly graded. The | Student | were just left to themselves to | Negative | -0.9 | -0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | While I love Dr. van Lent's teaching style, I was somewhat disappointed in the course as a whole. After about the first week the instructor was not heard from again on the forums. It wasn't until about the last week that some official teaching staff started to make an appearance. This was an issue as, especially in the first week, as there was a good deal of discrepancy between what was on the grading rubric, what was provided in description for the homework, and what was in an optional video that described the homework. All with no official direction as to what was correct, or how things should be properly graded. The students were just left to themselves to try and interpret what the instructor meant, and what was the proper thing to do in regards to the peer grading. This continued, albeit to a far lesser extent, through the remainder of the course. While I don't expect instructors to be in the forums all that often, I do expect them to clear up obvious issues, and to make some type of official statement as to how students should proceed. I believe this was the first offering of this course, and I hope as it offered again those discrepancies are fixed, and perhaps more official teaching staff are able to monitor the forums. As far as the material itself, it is pretty good, and covers most of the basics well. As I said at the start, I really love Dr. van Lent's teaching style. She is very encouraging, and easy to understand. She is also very human, making mistakes as she goes along, and correcting them. I feel this gives the student a good experience of the real world iterative process that coding is, that even with experience mistakes are still made, and to be expected, and how to go about doing some debugging to correct those mistakes. | of official statement as to how | Student | should proceed. I believe this was | Negative | -0.65 | -0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | While I love Dr. van Lent's teaching style, I was somewhat disappointed in the course as a whole. After about the first week the instructor was not heard from again on the forums. It wasn't until about the last week that some official teaching staff started to make an appearance. This was an issue as, especially in the first week, as there was a good deal of discrepancy between what was on the grading rubric, what was provided in description for the homework, and what was in an optional video that described the homework. All with no official direction as to what was correct, or how things should be properly graded. The students were just left to themselves to try and interpret what the instructor meant, and what was the proper thing to do in regards to the peer grading. This continued, albeit to a far lesser extent, through the remainder of the course. While I don't expect instructors to be in the forums all that often, I do expect them to clear up obvious issues, and to make some type of official statement as to how students should proceed. I believe this was the first offering of this course, and I hope as it offered again those discrepancies are fixed, and perhaps more official teaching staff are able to monitor the forums. As far as the material itself, it is pretty good, and covers most of the basics well. As I said at the start, I really love Dr. van Lent's teaching style. She is very encouraging, and easy to understand. She is also very human, making mistakes as she goes along, and correcting them. I feel this gives the student a good experience of the real world iterative process that coding is, that even with experience mistakes are still made, and to be expected, and how to go about doing some debugging to correct those mistakes. | them. I feel this gives the | Student | a good experience of the real | Positive | 0.84 | -0.5 | 0.99 | 1.07 |
| Vh4RJTk8EeWJaxK5AT4frw | Great course. Recommendable for many students! | Great course. Recommendable for many | Student | | Positive | 0.86 | 1.0 | 0.99 | 1.07 |
| vIC_m1i_EeWzUQ41NnCQkQ | This one is the most practical course since it helps you organize and structure your lessons. If you are new to TESOL it will guide you through very important steps of Lesson planning. Video examples of different teachers performing parts of a lesson were particularly helpful to identify common mistakes and see the best way of making students engaged. | see the best way of making | Student | engaged. | Positive | 0.8 | 1.0 | 0.71 | 1.19 |
| vIC_m1i_EeWzUQ41NnCQkQ | Excellent course! Well- structured and extremely interesting. Dr. Shane Dixon is the most impressive instructor I have ever seen. I envy students who have a chance to attend his live lectures at Arizona State University. Highly recommend this course to anyone interested in TESOL! | I have ever seen. I envy | Student | who have a chance to attend | Negative | -0.83 | 1.0 | 0.71 | 1.19 |
| vIC_m1i_EeWzUQ41NnCQkQ | I think this course is excellent and very helpful for someone who want to improve his/her teaching skills. Very clear, no boring and the teachers are amazing! especially the female teacher I think she is so beautiful, gorgeous. That is a good way to catch the attention of the students! | to catch the attention of the | Student | | Positive | 0.75 | 1.0 | 0.71 | 1.19 |
| VuRXs3EiEeWrAxJQXw-8PQ | Very basic in terms of material covered. Would be nice as a free remedial class in prep for the main specialization. Homework assignments were confusing and did not appear to have been reviewed by the instructors before being sent to students (main problem, the free software students use was not the same version as that being used to develop the homework). Instructor support was not evident in the user forums. Below the quality of the free classes taken in the past. | the instructors before being sent to | Student | (main problem, the free software students | Positive | 0.82 | -1.0 | 0.73 | 1.22 |
| VuRXs3EiEeWrAxJQXw-8PQ | Very basic in terms of material covered. Would be nice as a free remedial class in prep for the main specialization. Homework assignments were confusing and did not appear to have been reviewed by the instructors before being sent to students (main problem, the free software students use was not the same version as that being used to develop the homework). Instructor support was not evident in the user forums. Below the quality of the free classes taken in the past. | students (main problem, the free software | Student | use was not the same version | Negative | -0.77 | -1.0 | 0.73 | 1.22 |
| VuRXs3EiEeWrAxJQXw-8PQ | This course is terrible for many reasons. Firstly, the amount of content is ridiculously small - only about 20 minutes of video lectures per week. Moreover, more than 50% of content is just non-relevant. Secondly, practical assignments are very poorly planned: 1) in weeks 3 peer graded assignment students are asked to save Tableau workbooks as twbx files, even though this feature is not supported by Tableau Public that is used in this course. The assignment itself is just opening and saving file in Tableau. 2) in weeks 4 peer graded assignment you just asked to write some vaguely defined 1 page description. It doesn't include any Tableau-related activities. Thirdly, quizzes are ambiguous and very general. Overall, this course is just a waste of time. For comparison, you can easily get more useful information about Tableau from the 4 minute long "Getting started" video on the Tableau website than from this course. Just wonder how Coursera allows such courses to be places on the platform. | in weeks 3 peer graded assignment | Student | are asked to save Tableau workbooks | Negative | -0.86 | -1.0 | 0.73 | 1.22 |
| WChOZHTVEeSi3yIACzSGcw | I took the the Introduction to Engineering Mechanics by Dr Whiteman. I would like to give feedback that the Dr Whiteman is awesome, his way of teaching shows great subject knowledge. The practical examples with scaled models is superb and I could understand different support conditions with the help of his models. Hats off to Dr Whiteman who made understanding so practical which no professor here would teach students in India. Hope he takes several courses especially Civil Engineering, most importantly the Design of Reinforced Concrete Members in the future, which will help interested students around the world like me. The way he talks about beams, columns and structural members is giving us a lot of confidence. I would love to take Theory of Structures and RCC (Reinforced Cement Concrete) structural design courses from Dr. Whiteman/COURSERA. Thanks from my heart to Dr Whiteman of Georgia Tech. Chandra Prakash (a middle class father of 2 daughters earning 2500USD per annum), Hyderabad, INDIA. | the future, which will help interested | Student | around the world like me. The | Positive | 0.95 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | It's a great course for the students who want to learn more about mechanical engineering and how some machines work. | It's a great course for the | Student | who want to learn more about | Positive | 0.98 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | Best guideline for the students and very easy to understand each and every lessons. | Best guideline for the | Student | and very easy to understand each | Positive | 1.0 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | Very clear in terms of style of teaching. Very impressive. I was an EE student and now a postdoc in aeronautical engineering and was in desparate need of a course in introductory mechanical engineering. This couse suits me perfectly. I will continue in other courses of this specialization. | Very impressive. I was an EE | Student | and now a postdoc in aeronautical | Positive | 0.89 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | Sir, Honestly, I am a true beneficiary of this course. I have completed my Engineering and it has been 10 long years. I dont remember understanding this subject as clearly as I do today. Thank you so much for clarifying the topics in a very lucid way. Its a dream come true to be able to learn from top instructors and top universities. I have scored a overall grade of 86.5%. I hope I was a good student :-). Wish you and your family a very happy and prosperous new year 2016! All the best. Best Regards Charan Siddachar | I hope I was a good | Student | :-). Wish you and your family | Positive | 0.93 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | I finished the course and I think the course is a great first view of what engineering mechanics can offer to the students at the university. I am a mechanical engineer newly graduated at UFRGS and the course was a great experience to recall some of the content learned at the university. | engineering mechanics can offer to the | Student | at the university. I am a | Negative | -0.68 | 0.5 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | 4.5, Not perfect, but very clear and consistent (I'm only in week 2 and this is my first coursera course) there are some topics that I feel need a little more clarification, but that is my only complaint. Perhaps it would be a good idea for the site to have a FAQ for each individual course. The Professor or course instructor, could answer these questions for future course sessions. Perhaps there's a reason this idea wouldn't work, but it would be nice to see from the student's perspective. | be nice to see from the | Student | perspective. | Positive | 0.85 | 0.5 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | I was very excited when I discovered that the most influent universities in the world are providing courses for free to students. I had never heard about Georgia Tech, but because of this excellent course of "Introduction to Mechanical Engineering" I search about it and saw its magnitude. I really would like to study in somewhere like that and I appreciate your work here, specially to Dr. Whiteman who teached me a lot and made me laugh sometimes with his intelectual sense of humor. I divulgate the Coursera plataform and the Georgia Tech to my collegues and hope that more and more students could appreciate the technology that you both offer to us. Thank you! | are providing courses for free to | Student | I had never heard about Georgia | Negative | -0.83 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | I was very excited when I discovered that the most influent universities in the world are providing courses for free to students. I had never heard about Georgia Tech, but because of this excellent course of "Introduction to Mechanical Engineering" I search about it and saw its magnitude. I really would like to study in somewhere like that and I appreciate your work here, specially to Dr. Whiteman who teached me a lot and made me laugh sometimes with his intelectual sense of humor. I divulgate the Coursera plataform and the Georgia Tech to my collegues and hope that more and more students could appreciate the technology that you both offer to us. Thank you! | and hope that more and more | Student | could appreciate the technology that you | Positive | 0.93 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | An excellent and worthwhile introduction, this course is a definite must for all mechanical engineering students especially those like me who have yet to take a mechanics: statics course in college. This course will provide adequate background to get started. | definite must for all mechanical engineering | Student | especially those like me who have | Positive | 0.97 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | Dear Professor, I love the way you taught me since last month. Your way of teaching, using real life examples, helped me to better understand and solve the problems. Thank You for sharing your lecture in Coursera and making it available so that a distant student like me can take advantage. And THANK YOU one more time Professor. Sudesh Pathak. | it available so that a distant | Student | like me can take advantage. And | Positive | 0.62 | 1.0 | 0.5 | 1.26 |
| WChOZHTVEeSi3yIACzSGcw | Must for Engg. students... | Must for Engg. | Student | . . | Positive | 0.8 | 1.0 | 0.5 | 1.26 |
| wEl1EleDEeWTbwotamPtlQ | Firstly i think for a coursera course it is not Long enough at all. There are not enough assignments which motivate studying and fixing the newly learned things in the memory. There are neither required nor recommended readings at all. For me reading is a very good Addition to the Videos so that you can slowly think about the thoughts and arguments. Especially in a topic which is undoubtly very controversal in public as in academia like especially the history of Israel and Palestine from the 30s onwards it is important to give different narratives of history to the students. There are no narratives critical to british colonialism at all mentioned, instead of the White paper of 1939. After all the course represents a very one sided an biased narrative which is presented to a global audience of students. Even if a certain narrative is preferred by the teaching scholars, which is completely acceptable and natural, not just in the field of history, it nevertheless is important to cover different narratives fairly and as neutral as possible, which does not happen in this course. When mentioned other narratives are quickly downplayed or denied, and repeatedly dichotomies like the "inferior" arabs, the "ferocity" of the arab oposition and so on are mentioned or cited without beeing problematized at all. Nevertheless the Course was a reminder of many Things I learned before, and brings up some interesting historic connections and key points. | presented to a global audience of | Student | Even if a certain narrative is | Negative | -0.68 | 0.0 | 0.75 | 0.78 |
| wEl1EleDEeWTbwotamPtlQ | This is a great introduction to Israel and Middle Eastern politics. It's not too tough- everything is broken down into very manageable 7 or 8 minute lessons, so it's easy to acquire a general understanding of the factors that led to the formation of Israel. Students looking for an in-depth examination may be disappointed, but if you're curious about this fascinating and very relevant chapter of history, this course will give you a good overview, and leave you hungry to learn more. | led to the formation of Israel. | Student | looking for an in-depth examination may | Positive | 0.73 | 0.5 | 0.75 | 0.78 |
| Wi6g78WsEeWCSBJ1_yk7Tw | A great and inspirational success story of a fund receiving country to a fund giver country. I strongly recommend this course for every student of developing countries. It worth to complete this course and learn how South Korea changed positively. | strongly recommend this course for every | Student | of developing countries. It worth to | Positive | 0.99 | 1.0 | 0.72 | 1.38 |
| Wi6g78WsEeWCSBJ1_yk7Tw | Excellent course with enough level of detail to accommodate for more advanced students, but at the same time, descriptive enough for students who are new to the topic to learn from taking this course. | detail to accommodate for more advanced | Student | but at the same time, descriptive | Positive | 0.98 | 1.0 | 0.72 | 1.38 |
| Wi6g78WsEeWCSBJ1_yk7Tw | Excellent course with enough level of detail to accommodate for more advanced students, but at the same time, descriptive enough for students who are new to the topic to learn from taking this course. | the same time, descriptive enough for | Student | who are new to the topic | Negative | -0.93 | 1.0 | 0.72 | 1.38 |
| Wi6g78WsEeWCSBJ1_yk7Tw | Lovely course! For me, a brazilian student, it is very good study another country that was as poor as my country and become a great economy. Lovely teacher and staff! | Lovely course! For me, a brazilian | Student | it is very good study another | Positive | 1.0 | 1.0 | 0.72 | 1.38 |
| wmoTBzyAEeWFSA6UPWxRyQ | This is a really excellent course. Prof. Archer's lectures are clear and quite interesting, and the course is well structured. Students are also introduced to the "climatemodels.uchicago.edu" website, which provides both data and analysis tools for studying climate change. | and the course is well structured. | Student | are also introduced to the " | Positive | 0.92 | 1.0 | 0.79 | 1.12 |
| wmoTBzyAEeWFSA6UPWxRyQ | Its a very good course for students interested in learning all about Global warming and its impacts | Its a very good course for | Student | interested in learning all about Global | Positive | 0.99 | 1.0 | 0.79 | 1.12 |
| wmoTBzyAEeWFSA6UPWxRyQ | Good points: 1) Great instructor; 2) applicable content; 3) great for physics students. Bad points: 1) Lacking of a "Formulae booklet" to use as reminder and reference for formulas and constants - when working on the models for this course; 2) The exercises approach should be reviews, making more use of the tools available in the Coursera interface (example: Assigments in text format (discursive) should use the own coursera interface, instead make us upload .TXT or .DOC files). Extra: I did not finish the course, the format and content do not achieve my personal objectives, as a software developer and environmentalist. But i really enjoyed the general approach and goal. | applicable content; 3) great for physics | Student | Bad points: 1) Lacking of a | Negative | -0.74 | 0.5 | 0.79 | 1.12 |
| wmoTBzyAEeWFSA6UPWxRyQ | This course is addressing a critical subject matter. The material is great. I love the math. But these are my personal metrics: A 4-star course has a high level of student collaboration and teaching staff participation, a 5-star course has very responsive teaching staff. I love learning the material but the learning environment is disappointing. As the course progresses to the later weeks, the inconsistency between quizzes and lectures grows. Not greatly but enough to frustrate. Some quiz questions, with multiple choice options with only one correct answer, will not accept any answer. There are a few questions which are not covered in the video lecture (or covered in later weeks). Some answers can be found in the book (but the book supposedly is not required). Some answers can be googled but the answers vary wildly between sources. Mathematical Thinking from Stanford is the gold standard. | course has a high level of | Student | collaboration and teaching staff participation, a | Positive | 0.88 | 0.0 | 0.79 | 1.12 |
| XeB2pvgkEeS36CIACw8Krw | I found the course very useful to review some basic economic policy concepts and to improve the understanding of major economic and policy making issues that challenge both policy makers and advisers today. Prof. Gayle Allard has a real gift to explain in a clear and appealing way complex ideas and policy issues. The only objection I would have regards the peer assignment grading which I found somehow lacking in realism and accuracy. I also found that, on the discussion forums, some of the mentors replies did not completely met expectations. Having said that, I would not hesitate in recommending this outstanding course to both beginners and more advanced students and generally to anybody interested in improving his(her) knowledge of economics. Congratulations! | to both beginners and more advanced | Student | and generally to anybody interested in | Positive | 0.82 | 1.0 | 0.95 | 1.13 |
| XeB2pvgkEeS36CIACw8Krw | This course is awesome and really understandable for Economics students | awesome and really understandable for Economics | Student | | Positive | 0.95 | 1.0 | 0.95 | 1.13 |
| XeB2pvgkEeS36CIACw8Krw | This course is well worth a student's time and effort. There are excellent presentations by the professor, but in it's current format the course is too short for the amount of technical knowledge implicit in the material. In addition, the quizzes are poorly written. Some questions are asked at the end of modules when the subject of the question is not even introduced until the following module. Further, for some questions the right answer is either not given in the choices presented or the grading protocol doesn't recognize the correct answer. Some questions ask what answer is "most correct" which implies that there is a strong element of subjective judgement involved in its formulation. The student is allowed only one attempt at a quiz every 8 hours, where many other Coursera courses allow 3 attempts every 8 hours, which is more conducive learning and retaining the material due to the instant feedback. Finally, there are several "NOT" or 'opposite answer' questions which are valid but confusing, so the student must be careful when answering. Recommendations: 1. Add at least three more sessions to the class and spread the technical material out over more sessions. 2. Rewrite the quiz question set to clarify what you are asking, and make certain the material was covered in the module you are assessing. 3. Don't use 'what is the best answer' ("most correct") type questions, they are ALL too subjective to be fair. 4. Recheck the grading protocol to make certain it is properly evaluating the answers. | This course is well worth a | Student | time and effort. There are excellent | Positive | 1.0 | 0.0 | 0.95 | 1.13 |
| XeB2pvgkEeS36CIACw8Krw | This course is well worth a student's time and effort. There are excellent presentations by the professor, but in it's current format the course is too short for the amount of technical knowledge implicit in the material. In addition, the quizzes are poorly written. Some questions are asked at the end of modules when the subject of the question is not even introduced until the following module. Further, for some questions the right answer is either not given in the choices presented or the grading protocol doesn't recognize the correct answer. Some questions ask what answer is "most correct" which implies that there is a strong element of subjective judgement involved in its formulation. The student is allowed only one attempt at a quiz every 8 hours, where many other Coursera courses allow 3 attempts every 8 hours, which is more conducive learning and retaining the material due to the instant feedback. Finally, there are several "NOT" or 'opposite answer' questions which are valid but confusing, so the student must be careful when answering. Recommendations: 1. Add at least three more sessions to the class and spread the technical material out over more sessions. 2. Rewrite the quiz question set to clarify what you are asking, and make certain the material was covered in the module you are assessing. 3. Don't use 'what is the best answer' ("most correct") type questions, they are ALL too subjective to be fair. 4. Recheck the grading protocol to make certain it is properly evaluating the answers. | judgement involved in its formulation. The | Student | is allowed only one attempt at | Negative | -0.91 | 0.0 | 0.95 | 1.13 |
| XeB2pvgkEeS36CIACw8Krw | This course is well worth a student's time and effort. There are excellent presentations by the professor, but in it's current format the course is too short for the amount of technical knowledge implicit in the material. In addition, the quizzes are poorly written. Some questions are asked at the end of modules when the subject of the question is not even introduced until the following module. Further, for some questions the right answer is either not given in the choices presented or the grading protocol doesn't recognize the correct answer. Some questions ask what answer is "most correct" which implies that there is a strong element of subjective judgement involved in its formulation. The student is allowed only one attempt at a quiz every 8 hours, where many other Coursera courses allow 3 attempts every 8 hours, which is more conducive learning and retaining the material due to the instant feedback. Finally, there are several "NOT" or 'opposite answer' questions which are valid but confusing, so the student must be careful when answering. Recommendations: 1. Add at least three more sessions to the class and spread the technical material out over more sessions. 2. Rewrite the quiz question set to clarify what you are asking, and make certain the material was covered in the module you are assessing. 3. Don't use 'what is the best answer' ("most correct") type questions, they are ALL too subjective to be fair. 4. Recheck the grading protocol to make certain it is properly evaluating the answers. | are valid but confusing, so the | Student | must be careful when answering. Recommendations: | Negative | -0.79 | 0.0 | 0.95 | 1.13 |
| XeB2pvgkEeS36CIACw8Krw | Amazing Course for students from all backgrounds who are interested in the basics of Economics and hoe The world economics work. The excellent delivery of Prof Gayle Allard and her easy to understand examples was a big help. A must do course. | Amazing Course for | Student | from all backgrounds who are interested | Positive | 0.95 | 1.0 | 0.95 | 1.13 |
| xMqZG1wyEeWd6BJKWlaBIw | Very easy to understand, and gives you the most important aspects of nutrition. The focus of the course is for the student to understand how to make a balanced diet part of their lifestyle, and not rely on fad diets for short periods of time. | of the course is for the | Student | to understand how to make a | Negative | -0.84 | 1.0 | 0.78 | 1.04 |
| xMqZG1wyEeWd6BJKWlaBIw | Very engaging. Well presented and friendly. I would recommend this to high school students and really anyone who wants a basic primer on eating healthier. | would recommend this to high school | Student | and really anyone who wants a | Positive | 1.0 | 0.5 | 0.78 | 1.04 |
| xMqZG1wyEeWd6BJKWlaBIw | The course was informative, condense to be easily understood, and was well done. I left the course eager to learn how to cook! I think the course could have demanded / pushed the students a little more to think about this deeper. I am excited to try out the recipes! | could have demanded / pushed the | Student | a little more to think about | Positive | 0.69 | 0.5 | 0.78 | 1.04 |
| XZomz77LEeWn1ApTWZT9Yw | Excellent quality assignments. Really the best online writing course I've found. This is a teacher that knows what he's doing, and how to draw out the best of his students' unique ideas and talents. | draw out the best of his | Student | unique ideas and talents. | Positive | 1.0 | 0.5 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | This isn't a CLASS it's a workshop. Thank goodness for fee waivers; I would have been so upset if I had spent my money on this course. As someone who has taken Coursera offerings in the past, I cannot cosign the quality of this course. This class seems to suffer from both a lack of structure and time. I believe if the course was longer (allowing for more space between unguided assignments) the class would be a little better. I understand that the Instructor is barred by time constraints (this is only a five week course, and an opt-in one at that), so I do relate to not wanting to inundate the class with reading assignment and lengthy lectures. That said, the guidance and lessons are lacking-- even if the class was longer, I would still only give it 2.5/5 stars. It appeared that the onus was on the Mentors to provide answers; for example, the professor mentioned that our scripts are meant to feature half hour pilots. This left many students writing dramas rather than comedies at a loss, since they were planning for hour long pilots. (This, again, is partially an issue of the class being so short; more time to review = the option to have longer pilots, rather than only accepting half hour pilots in order to allow students to review five different submissions within three days.) Since half hour dramas are unconventional, I asked one of our mentors, JZ (who is great) for examples. The responsibility should not be on the Mentors to find out-- information like that should be included in the prompt; if not discussed in depth, then at least as a link or list of examples to research on your own if you have the time + desire to do so. Especially since the assignment boils down to "break convention with no examples of successful scripts in this fashion." In a class presumably allowing beginningeres/greenhorns to participate, this is irresponsible and flawed teaching. The same goes of the "hints" that are periodically posted (though again, appreciated!) by mentors in the forums-- those definitions and explanations should be included in the meat of the class, not as supplemental elements. In all honesty, if I didn't have prior experience with writing, I oftentimes wouldn't have any idea what was being discussed by the professor. (And one trip through the forums will illustrate that I am not the only one.) The assignments and due dates are oddly crunched together (another time constraint issue, I understand), but the Instructor's videos seem to imply that we should be receiving feedback before proceeding each time? Maybe in a longer course that would work, but here, I didn't even receive written feedback initially, so it would have been a mistake to wait for some to revise by before forging ahead. If this class isn't going to provide a solid foundation to build on, then it should be made clear, upfront. There is nothing wrong with an experience based / motivation-focused class, but that aspect needs to be transparent. "We will not provide 101 teachings/readings." This isn't a class; it's a workshop. It's a makerspace at best. I expected insight and some level of instruction. In one of the lectures, the Instructor literally says: "I'm not a big fan of some of the classic story structures, defining in what must happen in each act. Or the problem, the twist, the resolution, rising action, denouement, fine action, etc." He does not define these terms, nor allude to them ever again. These are key benchmarks in screenwriting. Definitions would be helpful for someone just starting out, even if the Instructor doesn't strictly want us to abide by them. His students should leave the class more informed than when they came. Unless you're lucky and receive a response from a mentor or someone with visible background in script writing, the reviews don't amount to much, because very few enrollees seem to know what is going on enough to provide a meaty assessment. That is the fault of the course, I think, rather than my peers. Likewise, The grading system here is atrocious because of it; few people understand the foundation, and thusly don't know how to format or structure. So to then be graded on a purely pass or fail basis (that, looking through the forums, many students weren't even AWARE of until the first review grades rolled in) is ridiculous. And I am saying that as someone that scored 100% on both assignments that I did stay to complete, so this is not a case of sour grapes, but an observation of inefficiency. I understand that the class is based around "Active Learning", but for active learning to work and bear fruit, students should be able to engage with/analyze/synthesize/evaluate/build upon class content. Which necessitates actual, meaningful content. Content beyond my fellow confused peers, and 2 minute videos illustrating various ways of saying "Write Something Interesting and if it isn't Interesting, people won't care." Not exactly an astute observation that we couldn't glean anywhere but this course. Honestly, my 4th Edition copy of "The Screenwriters Bible" is five times more helpful than this course, and it is about six years out of date. | half hour pilots. This left many | Student | writing dramas rather than comedies at | Negative | -0.65 | -0.5 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | This isn't a CLASS it's a workshop. Thank goodness for fee waivers; I would have been so upset if I had spent my money on this course. As someone who has taken Coursera offerings in the past, I cannot cosign the quality of this course. This class seems to suffer from both a lack of structure and time. I believe if the course was longer (allowing for more space between unguided assignments) the class would be a little better. I understand that the Instructor is barred by time constraints (this is only a five week course, and an opt-in one at that), so I do relate to not wanting to inundate the class with reading assignment and lengthy lectures. That said, the guidance and lessons are lacking-- even if the class was longer, I would still only give it 2.5/5 stars. It appeared that the onus was on the Mentors to provide answers; for example, the professor mentioned that our scripts are meant to feature half hour pilots. This left many students writing dramas rather than comedies at a loss, since they were planning for hour long pilots. (This, again, is partially an issue of the class being so short; more time to review = the option to have longer pilots, rather than only accepting half hour pilots in order to allow students to review five different submissions within three days.) Since half hour dramas are unconventional, I asked one of our mentors, JZ (who is great) for examples. The responsibility should not be on the Mentors to find out-- information like that should be included in the prompt; if not discussed in depth, then at least as a link or list of examples to research on your own if you have the time + desire to do so. Especially since the assignment boils down to "break convention with no examples of successful scripts in this fashion." In a class presumably allowing beginningeres/greenhorns to participate, this is irresponsible and flawed teaching. The same goes of the "hints" that are periodically posted (though again, appreciated!) by mentors in the forums-- those definitions and explanations should be included in the meat of the class, not as supplemental elements. In all honesty, if I didn't have prior experience with writing, I oftentimes wouldn't have any idea what was being discussed by the professor. (And one trip through the forums will illustrate that I am not the only one.) The assignments and due dates are oddly crunched together (another time constraint issue, I understand), but the Instructor's videos seem to imply that we should be receiving feedback before proceeding each time? Maybe in a longer course that would work, but here, I didn't even receive written feedback initially, so it would have been a mistake to wait for some to revise by before forging ahead. If this class isn't going to provide a solid foundation to build on, then it should be made clear, upfront. There is nothing wrong with an experience based / motivation-focused class, but that aspect needs to be transparent. "We will not provide 101 teachings/readings." This isn't a class; it's a workshop. It's a makerspace at best. I expected insight and some level of instruction. In one of the lectures, the Instructor literally says: "I'm not a big fan of some of the classic story structures, defining in what must happen in each act. Or the problem, the twist, the resolution, rising action, denouement, fine action, etc." He does not define these terms, nor allude to them ever again. These are key benchmarks in screenwriting. Definitions would be helpful for someone just starting out, even if the Instructor doesn't strictly want us to abide by them. His students should leave the class more informed than when they came. Unless you're lucky and receive a response from a mentor or someone with visible background in script writing, the reviews don't amount to much, because very few enrollees seem to know what is going on enough to provide a meaty assessment. That is the fault of the course, I think, rather than my peers. Likewise, The grading system here is atrocious because of it; few people understand the foundation, and thusly don't know how to format or structure. So to then be graded on a purely pass or fail basis (that, looking through the forums, many students weren't even AWARE of until the first review grades rolled in) is ridiculous. And I am saying that as someone that scored 100% on both assignments that I did stay to complete, so this is not a case of sour grapes, but an observation of inefficiency. I understand that the class is based around "Active Learning", but for active learning to work and bear fruit, students should be able to engage with/analyze/synthesize/evaluate/build upon class content. Which necessitates actual, meaningful content. Content beyond my fellow confused peers, and 2 minute videos illustrating various ways of saying "Write Something Interesting and if it isn't Interesting, people won't care." Not exactly an astute observation that we couldn't glean anywhere but this course. Honestly, my 4th Edition copy of "The Screenwriters Bible" is five times more helpful than this course, and it is about six years out of date. | hour pilots in order to allow | Student | to review five different submissions within | Negative | -0.72 | -0.5 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | This isn't a CLASS it's a workshop. Thank goodness for fee waivers; I would have been so upset if I had spent my money on this course. As someone who has taken Coursera offerings in the past, I cannot cosign the quality of this course. This class seems to suffer from both a lack of structure and time. I believe if the course was longer (allowing for more space between unguided assignments) the class would be a little better. I understand that the Instructor is barred by time constraints (this is only a five week course, and an opt-in one at that), so I do relate to not wanting to inundate the class with reading assignment and lengthy lectures. That said, the guidance and lessons are lacking-- even if the class was longer, I would still only give it 2.5/5 stars. It appeared that the onus was on the Mentors to provide answers; for example, the professor mentioned that our scripts are meant to feature half hour pilots. This left many students writing dramas rather than comedies at a loss, since they were planning for hour long pilots. (This, again, is partially an issue of the class being so short; more time to review = the option to have longer pilots, rather than only accepting half hour pilots in order to allow students to review five different submissions within three days.) Since half hour dramas are unconventional, I asked one of our mentors, JZ (who is great) for examples. The responsibility should not be on the Mentors to find out-- information like that should be included in the prompt; if not discussed in depth, then at least as a link or list of examples to research on your own if you have the time + desire to do so. Especially since the assignment boils down to "break convention with no examples of successful scripts in this fashion." In a class presumably allowing beginningeres/greenhorns to participate, this is irresponsible and flawed teaching. The same goes of the "hints" that are periodically posted (though again, appreciated!) by mentors in the forums-- those definitions and explanations should be included in the meat of the class, not as supplemental elements. In all honesty, if I didn't have prior experience with writing, I oftentimes wouldn't have any idea what was being discussed by the professor. (And one trip through the forums will illustrate that I am not the only one.) The assignments and due dates are oddly crunched together (another time constraint issue, I understand), but the Instructor's videos seem to imply that we should be receiving feedback before proceeding each time? Maybe in a longer course that would work, but here, I didn't even receive written feedback initially, so it would have been a mistake to wait for some to revise by before forging ahead. If this class isn't going to provide a solid foundation to build on, then it should be made clear, upfront. There is nothing wrong with an experience based / motivation-focused class, but that aspect needs to be transparent. "We will not provide 101 teachings/readings." This isn't a class; it's a workshop. It's a makerspace at best. I expected insight and some level of instruction. In one of the lectures, the Instructor literally says: "I'm not a big fan of some of the classic story structures, defining in what must happen in each act. Or the problem, the twist, the resolution, rising action, denouement, fine action, etc." He does not define these terms, nor allude to them ever again. These are key benchmarks in screenwriting. Definitions would be helpful for someone just starting out, even if the Instructor doesn't strictly want us to abide by them. His students should leave the class more informed than when they came. Unless you're lucky and receive a response from a mentor or someone with visible background in script writing, the reviews don't amount to much, because very few enrollees seem to know what is going on enough to provide a meaty assessment. That is the fault of the course, I think, rather than my peers. Likewise, The grading system here is atrocious because of it; few people understand the foundation, and thusly don't know how to format or structure. So to then be graded on a purely pass or fail basis (that, looking through the forums, many students weren't even AWARE of until the first review grades rolled in) is ridiculous. And I am saying that as someone that scored 100% on both assignments that I did stay to complete, so this is not a case of sour grapes, but an observation of inefficiency. I understand that the class is based around "Active Learning", but for active learning to work and bear fruit, students should be able to engage with/analyze/synthesize/evaluate/build upon class content. Which necessitates actual, meaningful content. Content beyond my fellow confused peers, and 2 minute videos illustrating various ways of saying "Write Something Interesting and if it isn't Interesting, people won't care." Not exactly an astute observation that we couldn't glean anywhere but this course. Honestly, my 4th Edition copy of "The Screenwriters Bible" is five times more helpful than this course, and it is about six years out of date. | (that, looking through the forums, many | Student | weren't even AWARE of until the | Negative | -0.77 | -0.5 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | This isn't a CLASS it's a workshop. Thank goodness for fee waivers; I would have been so upset if I had spent my money on this course. As someone who has taken Coursera offerings in the past, I cannot cosign the quality of this course. This class seems to suffer from both a lack of structure and time. I believe if the course was longer (allowing for more space between unguided assignments) the class would be a little better. I understand that the Instructor is barred by time constraints (this is only a five week course, and an opt-in one at that), so I do relate to not wanting to inundate the class with reading assignment and lengthy lectures. That said, the guidance and lessons are lacking-- even if the class was longer, I would still only give it 2.5/5 stars. It appeared that the onus was on the Mentors to provide answers; for example, the professor mentioned that our scripts are meant to feature half hour pilots. This left many students writing dramas rather than comedies at a loss, since they were planning for hour long pilots. (This, again, is partially an issue of the class being so short; more time to review = the option to have longer pilots, rather than only accepting half hour pilots in order to allow students to review five different submissions within three days.) Since half hour dramas are unconventional, I asked one of our mentors, JZ (who is great) for examples. The responsibility should not be on the Mentors to find out-- information like that should be included in the prompt; if not discussed in depth, then at least as a link or list of examples to research on your own if you have the time + desire to do so. Especially since the assignment boils down to "break convention with no examples of successful scripts in this fashion." In a class presumably allowing beginningeres/greenhorns to participate, this is irresponsible and flawed teaching. The same goes of the "hints" that are periodically posted (though again, appreciated!) by mentors in the forums-- those definitions and explanations should be included in the meat of the class, not as supplemental elements. In all honesty, if I didn't have prior experience with writing, I oftentimes wouldn't have any idea what was being discussed by the professor. (And one trip through the forums will illustrate that I am not the only one.) The assignments and due dates are oddly crunched together (another time constraint issue, I understand), but the Instructor's videos seem to imply that we should be receiving feedback before proceeding each time? Maybe in a longer course that would work, but here, I didn't even receive written feedback initially, so it would have been a mistake to wait for some to revise by before forging ahead. If this class isn't going to provide a solid foundation to build on, then it should be made clear, upfront. There is nothing wrong with an experience based / motivation-focused class, but that aspect needs to be transparent. "We will not provide 101 teachings/readings." This isn't a class; it's a workshop. It's a makerspace at best. I expected insight and some level of instruction. In one of the lectures, the Instructor literally says: "I'm not a big fan of some of the classic story structures, defining in what must happen in each act. Or the problem, the twist, the resolution, rising action, denouement, fine action, etc." He does not define these terms, nor allude to them ever again. These are key benchmarks in screenwriting. Definitions would be helpful for someone just starting out, even if the Instructor doesn't strictly want us to abide by them. His students should leave the class more informed than when they came. Unless you're lucky and receive a response from a mentor or someone with visible background in script writing, the reviews don't amount to much, because very few enrollees seem to know what is going on enough to provide a meaty assessment. That is the fault of the course, I think, rather than my peers. Likewise, The grading system here is atrocious because of it; few people understand the foundation, and thusly don't know how to format or structure. So to then be graded on a purely pass or fail basis (that, looking through the forums, many students weren't even AWARE of until the first review grades rolled in) is ridiculous. And I am saying that as someone that scored 100% on both assignments that I did stay to complete, so this is not a case of sour grapes, but an observation of inefficiency. I understand that the class is based around "Active Learning", but for active learning to work and bear fruit, students should be able to engage with/analyze/synthesize/evaluate/build upon class content. Which necessitates actual, meaningful content. Content beyond my fellow confused peers, and 2 minute videos illustrating various ways of saying "Write Something Interesting and if it isn't Interesting, people won't care." Not exactly an astute observation that we couldn't glean anywhere but this course. Honestly, my 4th Edition copy of "The Screenwriters Bible" is five times more helpful than this course, and it is about six years out of date. | learning to work and bear fruit, | Student | should be able to engage with/analyze/synthesize/evaluate/build | Positive | 0.69 | -0.5 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | I'm sorry, but I have taken many courses on Coursera and this is, without a doubt, the absolute worst. This isn't minimal teaching, it's practically nonexistent. Frankly, buying a book would at least give more guidance than tossing one-minute 'lectures' out there and having students blindly fend for themselves under the guise of "experimental learning". Plus, you then have an all or nothing grade system - there is no middle ground, just pass or fail on an assignment that had little to no instruction or examples listed to begin with. I'm truly surprised that Coursera agreed to allow this course as it is. I suggest that the instructor and team see how other instructors at universities are teaching their Coursera courses. Just because something is free, it doesn't give free reign to be lazy. If I had paid for it, I would have asked for a refund. This entire course needs a serious revamp. | one-minute 'lectures' out there and having | Student | blindly fend for themselves under the | Positive | 0.7 | -1.0 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | I should suggest my fellow Coursera students not to waste their money and time for this course. You'll learn a lot more than this course has to offer if you consult some websites with screenwriting tutorial blogs, read books and write on your own. I am a PhD student of theoretical film studies and and a fan of Coursera courses. I was eager to learn screenwriting as an interesting hands-on course. Well, it's project-based alright, but where's the real guidance?? This is a lazily designed course with poor content and almost zero guidance. The videos are very short and feels like a layman is trying to motivate you to write something, that's all. No methods explained other than some terminologies like bible, acts, outline being thrown at you. No examples, no comparisons, no detailed approaches. Lastly, scriptwriting has a significant difference with other humanities course. Being peer-reviewed doesn't help here -- a total novice can not effectively judge another newbie's work nor give them quality feedback. | I should suggest my fellow Coursera | Student | not to waste their money and | Negative | -0.92 | -1.0 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | I should suggest my fellow Coursera students not to waste their money and time for this course. You'll learn a lot more than this course has to offer if you consult some websites with screenwriting tutorial blogs, read books and write on your own. I am a PhD student of theoretical film studies and and a fan of Coursera courses. I was eager to learn screenwriting as an interesting hands-on course. Well, it's project-based alright, but where's the real guidance?? This is a lazily designed course with poor content and almost zero guidance. The videos are very short and feels like a layman is trying to motivate you to write something, that's all. No methods explained other than some terminologies like bible, acts, outline being thrown at you. No examples, no comparisons, no detailed approaches. Lastly, scriptwriting has a significant difference with other humanities course. Being peer-reviewed doesn't help here -- a total novice can not effectively judge another newbie's work nor give them quality feedback. | your own. I am a PhD | Student | of theoretical film studies and and | Positive | 0.73 | -1.0 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | I thoroughly enjoyed this class. It gives you an excellent regiment and list of characteristics that would make your pilot and potential series desirable. My only real issue, which makes it 4 instead of 5 stars, is that the student feedback is somewhat limited in that not all students really understand how to give notes. Often times they are very vague ("good effort, write with move consision") not offering enough particulars to know what you should be looking to improve. But that's the inherent limitation of a course offered in this format. Not a reflection on the curriculum itself. | somewhat limited in that not all | Student | really understand how to give notes. | Negative | -0.7 | 0.5 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | There is no instruction with this course. If you've never written a script before you're not going to get a lot of help here other than researching things yourself, which you can do without this course. Not to mention, the feedback is minimal and not all that helpful. For example. if i've never written a script, what value am I to someone else who has also never written a script. And what value is their feedback to me. I signed up to get some experience and to also get feedback from those more experienced than I. I'm less interested in what my peers have to say and more interested in the feedback of the instructor who has years more experience than most of us. To pass assignments off of 4 or 5 peer reviews is worthless. There's no value in that. What does the instructor think??? Would HE pass us? He occasionally drops a line in the discussion forum, but no direct feedback to the students. I think this class should have a cap on enrollment so that the instructor can actually review and provide feedback to the students. Joke's on anyone paying $49 to essentially teach yourself. This guys just sits back and "moderates" when he can. The best thing about this class is that it does force you to write, but beyond that, it's not helpful at all. Truly disappointing. | but no direct feedback to the | Student | I think this class should have | Negative | -0.93 | -1.0 | 0.88 | 1.07 |
| XZomz77LEeWn1ApTWZT9Yw | There is no instruction with this course. If you've never written a script before you're not going to get a lot of help here other than researching things yourself, which you can do without this course. Not to mention, the feedback is minimal and not all that helpful. For example. if i've never written a script, what value am I to someone else who has also never written a script. And what value is their feedback to me. I signed up to get some experience and to also get feedback from those more experienced than I. I'm less interested in what my peers have to say and more interested in the feedback of the instructor who has years more experience than most of us. To pass assignments off of 4 or 5 peer reviews is worthless. There's no value in that. What does the instructor think??? Would HE pass us? He occasionally drops a line in the discussion forum, but no direct feedback to the students. I think this class should have a cap on enrollment so that the instructor can actually review and provide feedback to the students. Joke's on anyone paying $49 to essentially teach yourself. This guys just sits back and "moderates" when he can. The best thing about this class is that it does force you to write, but beyond that, it's not helpful at all. Truly disappointing. | review and provide feedback to the | Student | Joke's on anyone paying $49 to | Negative | -0.77 | -1.0 | 0.88 | 1.07 |
| ycQnChn3EeWDtQoum3sFeQ | The student is carefully led into the vast language of Front-End coding with easy-to-follow videos and exercise instructions. | The | Student | is carefully led into the vast | Positive | 0.74 | 1.0 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | This was a four star course and the links to additional information were a good resource. 3 stars for the discussions which were left unanswered much of the time and not a highly active mentor group. Much was left to student when stuck and exasperated options. | mentor group. Much was left to | Student | when stuck and exasperated options. | Negative | -0.74 | 0.0 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | Fairly disappointing compared to the first week of this course. The balance of instruction to exercise was very low. I also resent being sent to raw Bootstrap documentation; if I could have read that, I likely wouldn't be taking the course. It makes it frustrating to jump into the exercises when the course had 5-7 minutes of lectures, 15 minutes on the exercise and then an assignment on something new. Update: I'm also impressed by Mr. Muppala taking feedback like a boss and blaming students for low reviews. | feedback like a boss and blaming | Student | for low reviews. | Negative | -0.83 | -0.5 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | One of my favorite courses! Very fruitful and interesting since it helps students to build a decent base in bootstrap. Highly recommended course. | fruitful and interesting since it helps | Student | to build a decent base in | Negative | -0.7 | 1.0 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | Mr Jogesh Muppala explains in detail and very clear how to use Bootstrap. He explains each step he does in detail, his code is easy to understand and is very helpful towards students. Thanks to him I finally understood how the grid classes in Bootstrap work. | understand and is very helpful towards | Student | Thanks to him I finally understood | Positive | 0.99 | 1.0 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | Great course. From my experience in Coursera, it is perfect presentation. Only one thing. Instead of inserting block of code, during exercise, better when instructor is typing the code. So, it comes to better realize for a student, feeling where he is, at the point. | comes to better realize for a | Student | feeling where he is, at the | Positive | 0.93 | 1.0 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | A very detailed and professional class for web developers. It is very good for someone who want to focus on web development!! I was your student in HKUST android class, thank you professor! | web development! ! I was your | Student | in HKUST android class, thank you | Positive | 0.73 | 1.0 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | This is the second course in the Full Stack series by Hong Kong University. Because I find the first course in this series very interesting (the assignments are challenging and easy to understand; the professor does a very good job in explaining the materials), I continue to take the second course, which is this one, a shoot. However, it is a complete disappointment. In every single assignment, it requires a file, which is built by going through every single lectures of the course. That means I have to go through every videos and copy his code to my code in order to get the file. If you have a lot of time, that is perfectly fine. However, if you are a college student like me, you properly will not be able to commit that much time. Personally, when I take a course, I take a look at the assignment and then see what knowledge I need to have in order to complete the assignment. Because of this, I may watch the lecture or just Google out the answer. Requiring a file in order to complete an assignment strips away my liberty in doing so. Furthermore, if you miss a step in the video, your file may very well be ruined and you need to rewatch the video again to see what you missed. Also, the course is extremely slow paced. I have to play back rate to x1.5 normal speed. Sadly, even with faster speed, the lectures are also poorly structured. There are many other materials online that can cover the same amount of information in less time and easier to understand. Combined with the required file for each assignment, this course can easily be a torture. | However, if you are a college | Student | like me, you properly will not | Negative | -0.71 | -0.5 | 1.0 | 1.15 |
| ycQnChn3EeWDtQoum3sFeQ | Great course. exercise and assignment are carefully designed to reiterate the concept. Practical tools are like LESS/SASS are covered. The approach to have students help grade each other homework is very good. | are covered. The approach to have | Student | help grade each other homework is | Positive | 0.88 | 1.0 | 1.0 | 1.15 |
| YfjiOHROEeWLqw7zlLhRzQ | Not beginner friendly, might be good as a refresher for grad students | good as a refresher for grad | Student | | Positive | 0.69 | -0.5 | 1.03 | 1.06 |
| YfjiOHROEeWLqw7zlLhRzQ | The material in the class is solid, but is poorly described. These are the foundations of statistical analysis, and unfortunately there's a lot of statistics jargon that students aren't going to be familiar with in here. | a lot of statistics jargon that | Student | aren't going to be familiar with | Negative | -0.82 | 0.0 | 1.03 | 1.06 |
| YfjiOHROEeWLqw7zlLhRzQ | I am a math graduate student, and I am very glad to have taken this class. There were details that I missed, forgot, or did cover in my graduate Probability and Statistics courses. I am especially happy to have gone over bootstrapping and resampling! | I am a math graduate | Student | and I am very glad to | Positive | 0.7 | 1.0 | 1.03 | 1.06 |
| YfjiOHROEeWLqw7zlLhRzQ | I get this course since I really want to learn on boosting. However, I think the course pace is too fast and should be include more 'non-greece symbol'. I have a background in biostatistic and epidemiology but I'm still having a hard time understanding lecture. I would say that this course is the most difficult among this specialization (practical machine learning is much easier than this). I bet many students will have a problem in this course since it's a 'beginner' level specialization. My suggestion is to 'slow down' , expand the lecture with more drawing/picture explanation, more r coding and get rid of those greece-symbol as much as possible. | easier than this). I bet many | Student | will have a problem in this | Negative | -0.86 | -0.5 | 1.03 | 1.06 |
| YfjiOHROEeWLqw7zlLhRzQ | This is a great course taught by a clever teacher but... The content is presented in a very dry, not easy to grasp, manner. In several cases, I had to use external sources to understand the content and/or derive it by myself. When I finally understood the content I couldn't understand why it is presented in such a cryptic manner when the concepts are rather simple to grasp and the math not so advanced. Professor Caffo is a good communicator in some occasion (the module on Power for example was incredibly well communicated). But most of the time he just throw us some result without properly setting the context and concepts, as if it was understood that we already know most of what he is talking about. (Not the case!) I plan to make a document that follows the course module and fill in the missing piece of contextual information, derivations and concepts. But this takes a lot of time. If/when it will be completed, I will try to find a way to share it with future generation of students. Because, honestly, the content of this course is not so hard and shouldn't be! | share it with future generation of | Student | Because, honestly, the content of this | Negative | -0.89 | 0.0 | 1.03 | 1.06 |
| YfjiOHROEeWLqw7zlLhRzQ | Very disappointed with how the transition from the old Coursera platform to the new platform has been handled: lots of instances of the "see lecture X" in the quizzes where the reference is now just wrong because the lectures got renumbered, an almost complete lack of community TA/mentors, and no explanations from anyone as to how the new platform works. Perhaps the worst of all has been the almost complete lack of acknowledgement of any problems from the folks at JHU. This feels like it's just been dumped on the students without any real testing or any appropriate resources to sort out any problems. | it's just been dumped on the | Student | without any real testing or any | Negative | -0.98 | -1.0 | 1.03 | 1.06 |
| YfjiOHROEeWLqw7zlLhRzQ | Dividing a week's contents into modules and adding a brief introduction at the beginning of each module makes the course much more clear. Students can also know what programming assignments (swirl) they should do every week. I appreciate those changes in the new class. | makes the course much more clear. | Student | can also know what programming assignments | Positive | 0.79 | 1.0 | 1.03 | 1.06 |
| yj814XQ_EeWIfhKr_WcYsQ | Great course! Just loved it! Looking for the next Pritvik Sinhadc Year 8 student of Dubai College | the next Pritvik Sinhadc Year 8 | Student | of Dubai College | Positive | 0.63 | 1.0 | 0.68 | 1.06 |
| yj814XQ_EeWIfhKr_WcYsQ | We've got some extreme quality content here, as always when Philip J Curry is involved. The new student that presents most of the videos has great educational skills. | J Curry is involved. The new | Student | that presents most of the videos | Positive | 0.77 | 1.0 | 0.68 | 1.06 |
| yj814XQ_EeWIfhKr_WcYsQ | Perfect course. I learned lot of stuff and really enjoyed it. I am only giving 4 stars because as a non-paying student I could not benefit from the graded assignments. As person who would never use the knowledge professionally (working in IT), I did not want to pay for the certificate. | 4 stars because as a non-paying | Student | I could not benefit from the | Negative | -0.73 | 0.5 | 0.68 | 1.06 |
| yJFvuj06EeWBrBIWi3mmCw | Brief informative course on the industry, especially helpful for people outside the oil and gas industry or students. | the oil and gas industry or | Student | | Negative | -0.63 | 0.5 | 0.71 | 0.73 |
| yJFvuj06EeWBrBIWi3mmCw | In my opinion the positive thing of this course is bringing a very important area to Coursera. But there are some things that I believe could and should be improved. First, Duke has presented courses that have a lot of content, and it is a bit disapointing to only see two modules on this course. At least four modules should be presented. Also the weekly content should be more extended. In most parts of the course there are a lot of technical concepts, and the course lacks any type of resources. It should had been included the lecture slides and also external sources for further student development. Just having the videos to learn doesn't provide - again in my opinion, a very engaging learning experience. A small detail - in part of the course page the course is entitled Oil & Gas Industries, while in another place is entitled Oil & Gas Industry. A small detail but it should be corrected. This is my opinion. | and also external sources for further | Student | development. Just having the videos to | Positive | 0.69 | 0.0 | 0.71 | 0.73 |
| yO13mkySEeW_MgoxMAgbMQ | I thought it was a very informative course with some great speakers and topics. Each weak gave different topics related to sustainable development of cities. The reason I'm only giving it a 4 was the organisation of the course on the Coursera. The deadlines according to Coursera and the intructors differ, causing some confusion. As well as on the discussion board students from each of the past lessons are put together. | well as on the discussion board | Student | from each of the past lessons | Positive | 0.98 | 0.5 | 0.86 | 0.87 |
| yO13mkySEeW_MgoxMAgbMQ | This is an ok introductory course, a compilation of concepts, related to sustainable cities. Mentiones a list of places where one or another practice is implemented. Some educational clips look like they are taken from Youtube or like promo videos for a certain initiative. Some of the "lecturers" are just phd students, introducing their research topics. No step-by-step examples of developed cases are shown. | the " lecturers" are just phd | Student | introducing their research topics. No step-by-step | Negative | -0.66 | 0.0 | 0.86 | 0.87 |
| yWjlOBnoEeWg_RJGAuFGjw | Not enough implication from the instructors in the course. Students are left alone with the material, without any answers to there questions on the course. Peer review process subject to personal interpretation and leading to frustration for the students. That's quite unfortunate as this provides a bad experience whereas the course might have been good without that. | from the instructors in the course. | Student | are left alone with the material, | Negative | -0.72 | -0.5 | 0.69 | 1.01 |
| yWjlOBnoEeWg_RJGAuFGjw | Not enough implication from the instructors in the course. Students are left alone with the material, without any answers to there questions on the course. Peer review process subject to personal interpretation and leading to frustration for the students. That's quite unfortunate as this provides a bad experience whereas the course might have been good without that. | and leading to frustration for the | Student | That's quite unfortunate as this provides | Positive | 0.71 | -0.5 | 0.69 | 1.01 |
| yWjlOBnoEeWg_RJGAuFGjw | I think this course is great, however weeks 2 and 3 should be restructured to ensure students acknowledge topics properly. I had a bad time solving those week's asignments. | 3 should be restructured to ensure | Student | acknowledge topics properly. I had a | Negative | -0.89 | 0.5 | 0.69 | 1.01 |
| yWjlOBnoEeWg_RJGAuFGjw | Awful. Just awful. There are dozens of students trying to install Pentaho and failing. Only reason I managed is that I have prior experience with the software. There are no TAs, no help, nothing. The Quiz is a scam designed to force you to shell out even more money of the so-called-optional textbook, and the assignments are extremely vague and orders of magnitude beyond the laughable 30 minutes the instructor suggested they should take. My submissions for week 3 total over 30 pages -- and I work a full time job... Avoid this class, do not reward terrible courses with your cash. | Just awful. There are dozens of | Student | trying to install Pentaho and failing. | Negative | -1.0 | -1.0 | 0.69 | 1.01 |
| yWjlOBnoEeWg_RJGAuFGjw | This course was full of issues related to the installation and use of Pentaho Pivot 4J and Data Integration. The professor's presence is resolving these issues was practically nonexistent. Coursera needs to do a much better job at insuring that their professors are offering a quality course and living up to the expectations of the students. In the case of this course and the professor, they failed miserably. In addition, it is practically impossible to get support from Coursera when an issue exists and in most cases when contact is made, the assistance is minimal. It is a shame as the platform is nicely designed and the course topics are very interesting. If you are considering taking this course, be forewarned that the majority of the support of problems/issues come from the community, not the Professor or Coursera. In addition, you are required to grade the assignments of your fellow students. This is not done by the professor. | grade the assignments of your fellow | Student | This is not done by the | Negative | -0.76 | -0.5 | 0.69 | 1.01 |
| z2uvwHGtEeWLqw7zlLhRzQ | I was actually looking for filmstudy courses but i must say i really enjoyed this one. I learned alot about memories, remembering and how our brain works. I have even found a new way for myself to faster learn scrips for films or remember things, by using the methods from this course! very well done. Just wish Wesleyan would give out the certificates for free. I think its useful to have, but in my case not necessary to purchase for my study career. Besides i'm like most young people very limited in my finances. I'd suggest to rather ask for donations and give out a more detailed certificate for the ones that donate but give out a standard certificate for all students. And thank you to all people involved for making this course, especially prof. Seamon, he explained the material very well! | out a standard certificate for all | Student | And thank you to all people | Positive | 0.87 | 1.0 | 0.69 | 1.24 |
| z2uvwHGtEeWLqw7zlLhRzQ | A wonderful course. I really enjoyed studying this. This was my first course on coursera. The lectures were interesting. It helped to clear many misconception I had about memory. Thank you for revealing the world of memory to me. I am not a psychology student. I am an engineer by profession. Just because of my interest in psychology I joined this course and it was worthwhile. Thanking the entire team of Memory and Movies. | me. I am not a psychology | Student | I am an engineer by profession. | Negative | -0.64 | 1.0 | 0.69 | 1.24 |
| z2uvwHGtEeWLqw7zlLhRzQ | I am really enjoying this course. It is a fantastic journey into the world of Memory, as we see it through film, and Memory as science and psychology researchers have been studying it. I highly recommend this course for those interested in Memory, Storytelling, how Films shape our view of certain concepts, as well as students seeking general knowledge. | of certain concepts, as well as | Student | seeking general knowledge. | Positive | 0.97 | 1.0 | 0.69 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | This course has been immensely helpful in teaching how to teach the violin. I recently started teaching violin lessons and I am so much more confident about instructing my students correctly from the beginning, thanks to this course. It was fantastic to see the teaching happening, making the course practical, not just theoretical. Thank you! | much more confident about instructing my | Student | correctly from the beginning, thanks to | Positive | 0.84 | 1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | This pedagogy course is great, but I think it is missing real students learning the current lesson... I feel that the students try just one, and make it perfect, they already know... The teacher could show us how to eliminate their difficulties... Almost 5 stars! | I think it is missing real | Student | learning the current lesson. . . | Positive | 0.9 | 0.5 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | This pedagogy course is great, but I think it is missing real students learning the current lesson... I feel that the students try just one, and make it perfect, they already know... The teacher could show us how to eliminate their difficulties... Almost 5 stars! | . . I feel that the | Student | try just one, and make it | Negative | -0.81 | 0.5 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | Best course for music teachers and students as well. From this course one can learn basic to advanced things and proper method to play the instrument. The instructor also teaches the lessons interestingly in a new way, and shares many good different techniques to learn by heart the tunes. | Best course for music teachers and | Student | as well. From this course one | Positive | 0.94 | 1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | This MOOC has taught me new ways to approach violin teaching, especially with younger kids. It showed the basic principles as well as different skills and techniques that are essential/ important in teaching and playing. It gave a wide variety of fun exercises for students. This course gave me new insight in violin teaching that I can confidently apply with my students. | wide variety of fun exercises for | Student | This course gave me new insight | Positive | 1.0 | 1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | This MOOC has taught me new ways to approach violin teaching, especially with younger kids. It showed the basic principles as well as different skills and techniques that are essential/ important in teaching and playing. It gave a wide variety of fun exercises for students. This course gave me new insight in violin teaching that I can confidently apply with my students. | I can confidently apply with my | Student | | Negative | -0.66 | 1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | A rather non-engaged teacher ho does not know what goes on with the reviews. She does not have enough people to review the written assignment and the assignments go UN-reviewed leading to a 'no-grade' whihc is ridiculous. It is not even clear how the written reviews are graded. She is not involved and does not serve to inspect the work of the students to ascertain that a grade is in order. Three reviews are requited for a grade, but she has so few reviewers that one might only get one review and then fail. Very inept. Stay away from this one. She does not get involved with answering questions of students either. Her internet activity is rated a 2/5 whihc I did not know until I got involved with this course. Observation of the video showing her teaching is terrible. She places herself in front of the camera and one cannot see the placement of the student's fingers or most importantly what is actually happening on the fret board with the finger movement. She also places herself directly in front of the camera blocking a clear view of everything - poor video skills. | to inspect the work of the | Student | to ascertain that a grade is | Negative | -0.64 | -1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | A rather non-engaged teacher ho does not know what goes on with the reviews. She does not have enough people to review the written assignment and the assignments go UN-reviewed leading to a 'no-grade' whihc is ridiculous. It is not even clear how the written reviews are graded. She is not involved and does not serve to inspect the work of the students to ascertain that a grade is in order. Three reviews are requited for a grade, but she has so few reviewers that one might only get one review and then fail. Very inept. Stay away from this one. She does not get involved with answering questions of students either. Her internet activity is rated a 2/5 whihc I did not know until I got involved with this course. Observation of the video showing her teaching is terrible. She places herself in front of the camera and one cannot see the placement of the student's fingers or most importantly what is actually happening on the fret board with the finger movement. She also places herself directly in front of the camera blocking a clear view of everything - poor video skills. | get involved with answering questions of | Student | either. Her internet activity is rated | Negative | -0.88 | -1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | A rather non-engaged teacher ho does not know what goes on with the reviews. She does not have enough people to review the written assignment and the assignments go UN-reviewed leading to a 'no-grade' whihc is ridiculous. It is not even clear how the written reviews are graded. She is not involved and does not serve to inspect the work of the students to ascertain that a grade is in order. Three reviews are requited for a grade, but she has so few reviewers that one might only get one review and then fail. Very inept. Stay away from this one. She does not get involved with answering questions of students either. Her internet activity is rated a 2/5 whihc I did not know until I got involved with this course. Observation of the video showing her teaching is terrible. She places herself in front of the camera and one cannot see the placement of the student's fingers or most importantly what is actually happening on the fret board with the finger movement. She also places herself directly in front of the camera blocking a clear view of everything - poor video skills. | cannot see the placement of the | Student | fingers or most importantly what is | Negative | -0.83 | -1.0 | 1.18 | 1.24 |
| Zba0dJLREeSb9SIACzCJlg | This course is wonderful not only for violin teachers but also for students who are apt to self-study. The instructive videos are very concise, informative and well-organized. The musical examples are among the best for the demonstrated techniques. | for violin teachers but also for | Student | who are apt to self-study. The | Positive | 0.88 | 1.0 | 1.18 | 1.24 |
| ZNeGqEC2EeWC4g7VhG4bTQ | This course is one of the best I wish every students at university for BA or MS or PHD learn Statistics I think we need it in all kind of business life | of the best I wish every | Student | at university for BA or MS | Positive | 0.94 | 1.0 | 1.13 | 1.15 |
| ZNeGqEC2EeWC4g7VhG4bTQ | Uses R with no explanation. Why does it use a challenging programming language that is not the point. The point is to learn statistics. Use Statcrunch - so students can focus on statistics not programming | learn statistics. Use Statcrunch - so | Student | can focus on statistics not programming | Positive | 0.69 | -1.0 | 1.13 | 1.15 |
| ZNeGqEC2EeWC4g7VhG4bTQ | Despite some error in the quizzes I learned quite a lot by taking this online course. Apparently the course organisers are overwhelmed by its success, since they react (too) slowly to comments made by students in the discussion fora. At least, errors should be tackled immediately. | (too) slowly to comments made by | Student | in the discussion fora. At least, | Negative | -0.74 | 0.5 | 1.13 | 1.15 |
| ZNeGqEC2EeWC4g7VhG4bTQ | I love the main lecture of the statistics. The Subject is fun. After couple lecture, my mind was very clear. But most of the time I'm working on the statistics software name R. I think it would be better if require R knowledge. If not, student like me will need more than weeks to get use to R. I don't mean learn another software is bad idea. I will always like to learn something new. That's why I go MOOC. What I mean is R and Basic Statistics should be separated. First R, than Basic Statistic. Or first Basic Statistic than R. I really enjoy the class. but the extra is a bit heavy for me. | if require R knowledge. If not, | Student | like me will need more than | Positive | 0.86 | -1.0 | 1.13 | 1.15 |
| ZNeGqEC2EeWC4g7VhG4bTQ | ---------- way too much time is devoted to introducing definitions and way too little time is given for student practicing and review . the presenter's accent is constantly impeding instant recognition of what he's saying. the subtitles sometimes don't accurately represent what he's saying. sometimes there are misspellings - which makes it even harder to know what he's saying. this student was inundated with formulas that needed to be practiced - and i didn't even have time to write them down ! | too little time is given for | Student | practicing and review . the presenter's | Negative | -0.85 | -0.5 | 1.13 | 1.15 |
| zTzjmvssEeSDoyIAC1CH0g | So thanks Prof ,i think that it was a great course and really my hope now is to visit Greece to recall Homer,Socrates,Hesiod,Solon......................... As a course ,Ancient Greeks resource me much and i advice all students to take this wonderful course. | me much and i advice all | Student | to take this wonderful course. | Positive | 0.94 | 1.0 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | An amazing course! I have found many interesting details and also received completely new way of seeing the history of democracy! Special acknowledgment to professor Andrew Szegedy-Maszak for his work and generous way to give knowledge to the students! | way to give knowledge to the | Student | | Negative | -0.63 | 1.0 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | Professor is very knowledgable and honest about the topic. As a student of classical civilizations I loved his simple communication style to explain concepts that tend to become overly complicated by bad professors. Definitely enjoyed | honest about the topic. As a | Student | of classical civilizations I loved his | Positive | 0.97 | 1.0 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | This is an absolutely 5-star course. Educational, interesting, right-paced... It is very clear that the professor has a passion for the subject and is deeply knowledgeable. There are two questions after every video lecture, which focus on the most important parts of the lecture and also helps the student see if they understood the content. Reading assignments are relevant and interesting. End-of-the week quizzes are challenging, but can be completed very successfully if the student paid close attention to the subject. I would recommend this course to everyone who likes history or ancient cultures. I hope for a sequel, too! | the lecture and also helps the | Student | see if they understood the content. | Positive | 0.79 | 1.0 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | This is an absolutely 5-star course. Educational, interesting, right-paced... It is very clear that the professor has a passion for the subject and is deeply knowledgeable. There are two questions after every video lecture, which focus on the most important parts of the lecture and also helps the student see if they understood the content. Reading assignments are relevant and interesting. End-of-the week quizzes are challenging, but can be completed very successfully if the student paid close attention to the subject. I would recommend this course to everyone who likes history or ancient cultures. I hope for a sequel, too! | be completed very successfully if the | Student | paid close attention to the subject. | Negative | -0.67 | 1.0 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | This is exactly the model that other humanities and "soft science" courses should follow on Coursera. Your grades and progress are solely based on your own performance and not on the whims of student reviewers. One is also spared the experience of grading the work of others which is often nearly as painful of a punishment as undergoing a root canal sans anesthesia. Other instructors and the leadership of Coursera need to pay attention to how this course is set up in order to make their own future endeavors better for their students. | and not on the whims of | Student | reviewers. One is also spared the | Positive | 0.68 | 1.0 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | Good introduction to the period - balances political history with wider social and cultural topics. Well supported by original source material. Maybe the expectations of weekly reading are set a little high for many students. I personally found the sections on early Greece particularly interesting as I was least familiar with that era. | set a little high for many | Student | I personally found the sections on | Positive | 0.82 | 0.5 | 0.58 | 1.2 |
| zTzjmvssEeSDoyIAC1CH0g | Excellent course. Professor's Andy's calm and careful delivery is precise, scholarly and entertaining. I particularly enjoyed the readings, which I urge other students not to skip. | the readings, which I urge other | Student | not to skip. | Positive | 0.63 | 1.0 | 0.58 | 1.2 |
| _xNLlFY4EeWKXg4Y7_tPaw | Very interesting course, providing a descent overview of the whole water management and policy question. A lot of interesting examples are provided to illustrate the different points and various experts are interviewed throughout the course. I still believe though that the general message remains very generic and would benefit from further technical details to go more in depth. Also, the English subtitles do not always exactly match the oral French version. Finally, the marking only based on quizzes that can be retaken several times makes it very easy in my view. I believe that assignments that would require more involvement from the students (e.g. maybe group assignments with other students?) or applications of the course concepts to case studies would greatly enhance the quality of the course. Still, it remains a very interesting and well dispensed course! | would require more involvement from the | Student | (e. g. maybe group assignments with | Negative | -0.7 | 0.0 | 0.85 | 0.85 |
| _xNLlFY4EeWKXg4Y7_tPaw | Since I'm working on water modelling (computational fluid dynamics, programming shallow water simulations), I thought it would be fun to learn more about the political side. However, this course has very little in-depth information (pun not intended) and I would like to know more about the actual tools used to design water policies. Though the course is most likely too easy for most university students, it is also very abstract and I would have liked having to do a little more thinking on the real-world examples myself. | likely too easy for most university | Student | it is also very abstract and | Positive | 0.99 | 0.0 | 0.85 | 0.85 |
| __JK5M3TEeSa0iIAC9RQCQ | Wish I had learnt these 10 years ago when I was a student at Uni. Well presented class and great for students. | years ago when I was a | Student | at Uni. Well presented class and | Positive | 0.95 | 0.5 | 0.89 | 1.04 |
| __JK5M3TEeSa0iIAC9RQCQ | Wish I had learnt these 10 years ago when I was a student at Uni. Well presented class and great for students. | Well presented class and great for | Student | | Positive | 0.96 | 0.5 | 0.89 | 1.04 |
| __JK5M3TEeSa0iIAC9RQCQ | Nice course, though much of the content is relatively basic and only qualitative (for a professional, might be good for a new student). Wouldn't recommend following *all* the advice (e.g. on topics such as debt) but it's anyway interesting to have the perspective, and it definitely makes very interesting points. | might be good for a new | Student | Wouldn't recommend following *all* the advice | Negative | -0.99 | 0.0 | 0.89 | 1.04 |
| __y3wBnnEeW9dA4X94-nLQ | I would have preferred a more mainstream compiler, i.e. Eclipse, rather than the provided BlueJ. But, the BlueJ compiler is capable and the lessons taught were appropriate to one with minimal programming background. Not stated, but I would recommend a student in this course have a basic understanding of math, i.e. average, highest in a set, lowest in a set, etc. If you are intimidated by those concepts, you may be challenged in this course. | stated, but I would recommend a | Student | in this course have a basic | Positive | 0.91 | 1.0 | 0.62 | 1.16 |
| __y3wBnnEeW9dA4X94-nLQ | this is the best course i have ever took on programming, it's prepare students to solve problems using any programming language. thanks for the professors at duke for crafting this course, great tutorials, quizzes it's really better than the first course in this specialization | ever took on programming, it's prepare | Student | to solve problems using any programming | Negative | -0.69 | 1.0 | 0.62 | 1.16 |
| __y3wBnnEeW9dA4X94-nLQ | The teachers are great, I love this courses and the method for the students. Very Challenging, enjoy it!! A great experience | courses and the method for the | Student | Very Challenging, enjoy it! ! A | Positive | 0.8 | 1.0 | 0.62 | 1.16 |
| __y3wBnnEeW9dA4X94-nLQ | As usual the 4 professors(presenters) have done an excellent job. The resources, videos, assignments and quizzes are very helpful, well thought out and comprehensive. They have done an enormous amount of work. But there seem to be problems with the import edu.duke.* due to installation problems (e.g. Windows 10). Maybe include 3 videos like:( example from other Coursera courses e.g. R Programming) Installing BlueJ on a Mac Installing BlueJ on Windows Installing Bluej on (Mac) ; including these would enable me to give a rating of 5 stars. For the beginner programmer this would help a lot. I know there is the Discussions forum (very helpful) and students must sweat a bit to get BlueJ to work on some messy Operating Systems but this is my comment as a Beta Tester | the Discussions forum (very helpful) and | Student | must sweat a bit to get | Positive | 0.81 | 0.5 | 0.62 | 1.16 |