Supporting Face-to-Face Like Communication Modalities for Asynchronous Assignment Feedback in Math Education

Bernie Randles, Dongwook Yoon, Amy Cheatle, Malte F. Jung, François Guimbretière
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引用次数: 1

Abstract

The digitization of educational course content has proved to be problematic for math instructors due to the lack of quality feedback tools that can accommodate the commenter to efficiently express math formulae and convey descriptions about complex ideas contextualized in situ. This paper proposes that RichReview, a document annotation system which creates inking, voice and deictic gestures on top of the student's submitted work, is a possible formative math feedback solution, because it enables face-to-face like commentary within the contexts of the document at hand. A preliminary qualitative evaluation study conducted while having students receive RichReview feedback showed promise to our approach to enhance the quality of feedback, with the implication that incorporating multi-modal feedback into workflows can be an effective method to address elements of feedback submissions lacking in coursework that has moved online.
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支持数学教育中异步作业反馈的面对面交流模式
事实证明,教育课程内容的数字化对数学教师来说是个问题,因为缺乏高质量的反馈工具,这些工具可以让评论者有效地表达数学公式,并传达对情境化的复杂思想的描述。这篇论文提出,RichReview是一个文档注释系统,它可以在学生提交的作业上创建墨水、声音和指示手势,这是一个可能的形成性数学反馈解决方案,因为它可以在手头的文档上下文中进行面对面的评论。在让学生接受RichReview反馈的同时进行的初步定性评估研究表明,我们提高反馈质量的方法是有希望的,这意味着将多模式反馈纳入工作流程可以有效地解决在线课程中缺乏的反馈提交元素。
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