# Detection of Students' Problems in Distance Education Using Topic Modeling and Machine Learning
## 5 Discussion and Limitation  
Considering the results presented in the previous section, a detailed description of the discovered issues that represent students' experience in distance education will be presented in terms of analysis and comparison to the recent studies. * Education Issues: Our analysis reveals that students find difficulties in adapting to a distance learning environment. The result shows that the highest proportion of tweets, around 11.55%, reflects problems such as the lack of interactions between students themselves and between students and teachers. Students who have been studying in physical classroom are finding difficulties focusing in online platforms. These issues might be raised because of the sudden change from face-to-face learning to a new model of learning. There are some students who lack communication skills and who are unprepared to interact in the class with their teachers and friends; they feel separated. This finding echoes a study on challenges in distance education [9], which indicates the lack of communication between teachers and students, and their finding shows that the teachers and students are not ready for distance education. In fact, with distance learning, the course plan and design should be aligned with the online learning style. Many studies [9; 35; 36] recommended to train teachers to be open to alternative ways of teaching. * Social Issues: The analysis shows that 8.53% of tweets' content implies that social issues significantly influence student social well-being. Students trade off their daily life and \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Category** & **Precision** & **Recall** & **F1** \\ \hline Education issues & 0.7262 & 0.7039 & 0.7149 \\ Social issues & 0.6776 & 0.6502 & 0.6636 \\ Technology issues & 0.6424 & 0.6644 & 0.6532 \\ Health issues & 0.6069 & 0.6476 & 0.6263 \\ Attitudes and ethical & 0.5357 & 0.7258 & 0.6164 \\ issues & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Evaluation measures with SVM for each category. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Sub-Category** & **Precision** & **Recall** & **F1** \\ \hline Professor-student & & 0.7284 & 0.7662 & 0.7468 \\ interaction & & & \\ Student-student & 0.6531 & 0.6809 & 0.6667 \\ interaction & & & \\ Lack of focus & 0.7108 & 0.7023 & 0.7066 \\ Lack of time & 0.7941 & 0.7941 & 0.7941 \\ Lack of social & 0.6223 & 0.7467 & 0.6788 \\ interaction & & & \\ Poor internet & & & \\ connectivity & 0.7863 & 0.7077 & 0.7449 \\ Lack of tech & & & \\ equipment & & & \\ Overuse of digital & & & \\ technologies & & & \\ Stress and anxiety & 0.7176 & 0.6932 & 0.7052 \\ Lack of motivation & 0.662 & 0.61039 & 0.6351 \\ Cheating & 0.6941 & 0.6629 & 0.6782 \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Evaluation measures with SVM for each sub-category. \begin{table}
\begin{tabular}{c c c} \hline \hline
**Issues** & **Macro-F1** & **Micro-F1** \\ \hline Category & 0.6574 & 0.6788 \\ Sub-category & 0.7033 & 0.7209 \\ \hline \hline \end{tabular}
\end{table} 
Table 8: Macro-average and micro-average measures for multi-layer multi-class SVM model. social engagement to perform their studying tasks; they face difficulty adapting the new learning style, and that requires intensive work to manage their daily time. Social engagement provides positive impact and sense of predictability and stability [37]. Students might benefit from being involved in social activities because learning is a social process that is supported by many learning theories [38]. * Technology Issues: Technology is immensely useful in distance learning; several online platforms were available to support online education. Our analysis finds that technology problems such as internet shortage, technical problems, and shortage of digital equipment arise due to a deficiency of technology. Many students not equipped with high-speed internet services, which plays an important role in how quickly they attend their classes.