Amari N. Lewis, J. Politz, Kristen Vaccaro, Mia Minnes
At our large U.S. research-intensive university, Chicano/Latino and Black/African-American students have been disproportionately leaving the Computer Science and Engineering (CSE) majors at a higher rate than students without these identities. To uncover possible reasons for this, we invited students in these majors who identify as Chicano/Latino and Black/African-American to participate in focus groups. Twelve students, all identifying as Latinx/Hispanic, partici- pated in the focus groups. We identify several themes related to challenging aspects of the student experience, spanning physical campus environment, department curriculum and policies, and connections between students. We triangulate these findings with results from a survey measuring sense of belonging, confidence, and obstacles for thousands of students across eight introductory CSE courses. We discuss how these themes relate to actions that departments can take to address these challenges.
{"title":"Learning about the Experiences of Chicano/Latino Students in a Large Undergraduate CS Program","authors":"Amari N. Lewis, J. Politz, Kristen Vaccaro, Mia Minnes","doi":"10.1145/3502718.3524780","DOIUrl":"https://doi.org/10.1145/3502718.3524780","url":null,"abstract":"At our large U.S. research-intensive university, Chicano/Latino and Black/African-American students have been disproportionately leaving the Computer Science and Engineering (CSE) majors at a higher rate than students without these identities. To uncover possible reasons for this, we invited students in these majors who identify as Chicano/Latino and Black/African-American to participate in focus groups. Twelve students, all identifying as Latinx/Hispanic, partici- pated in the focus groups. We identify several themes related to challenging aspects of the student experience, spanning physical campus environment, department curriculum and policies, and connections between students. We triangulate these findings with results from a survey measuring sense of belonging, confidence, and obstacles for thousands of students across eight introductory CSE courses. We discuss how these themes relate to actions that departments can take to address these challenges.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117180439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Project-based learning is a key part of learning experiences for data science students. Typically, students choose their own topics and work on the projects without much interaction among the different groups. In this paper, we present a new approach to project design where every group is asked to also create a data science challenge based on its project idea, and these peer challenges are assigned to multi-person groups to tackle as additional requirements for their projects. This approach provides new peer learning opportunities to the students through challenge formulation, solving, and assessment. We have applied the approach to design course projects for a database course in our data science program with students from diverse academic backgrounds. Results from peer evaluations and surveys indicate that students were generally satisfied with the quality of peer challenges and solutions, and the process of formulating and solving challenges has helped students gain problem design, critical thinking, and data analytics skills.
{"title":"Data Science Course Projects with Peer Challenges: An Experience Report","authors":"Wensheng Wu","doi":"10.1145/3502718.3524743","DOIUrl":"https://doi.org/10.1145/3502718.3524743","url":null,"abstract":"Project-based learning is a key part of learning experiences for data science students. Typically, students choose their own topics and work on the projects without much interaction among the different groups. In this paper, we present a new approach to project design where every group is asked to also create a data science challenge based on its project idea, and these peer challenges are assigned to multi-person groups to tackle as additional requirements for their projects. This approach provides new peer learning opportunities to the students through challenge formulation, solving, and assessment. We have applied the approach to design course projects for a database course in our data science program with students from diverse academic backgrounds. Results from peer evaluations and surveys indicate that students were generally satisfied with the quality of peer challenges and solutions, and the process of formulating and solving challenges has helped students gain problem design, critical thinking, and data analytics skills.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127462874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although computing education research quite often targets within-university courses, an important role of universities is educating the public through open online lifelong learning offerings. Compared to within-university courses, in lifelong learning, the student population is often more diverse. For example, participants often have more varied motivations and aspirations as well as more varied educational backgrounds. In this work, we explore what kinds of learners attend open online lifelong learning programming courses and what characteristics of learners lead to completing courses and proceeding to subsequent courses. We examine student-related factors collected through surveys in our online course environment. These factors include motivation, previous experience, and demographics. Our results show that motivations, previous experience, and demographics by themselves only explain a small amount of the variance in completing courses or continuing to a subsequent course. At the same time, we identify individual factors that are more likely to lead to learners dropping out (or continuing) in the courses. Our study provides further evidence that lifelong learning benefits most the already educated part of the population with prior knowledge and high motivation. This calls for further studies that seek to identify means to engage and support participants less likely to continue in such courses.
{"title":"Who Continues in a Series of Lifelong Learning Courses?","authors":"Sami Sarsa, Arto Hellas, Juho Leinonen","doi":"10.1145/3502718.3524752","DOIUrl":"https://doi.org/10.1145/3502718.3524752","url":null,"abstract":"Although computing education research quite often targets within-university courses, an important role of universities is educating the public through open online lifelong learning offerings. Compared to within-university courses, in lifelong learning, the student population is often more diverse. For example, participants often have more varied motivations and aspirations as well as more varied educational backgrounds. In this work, we explore what kinds of learners attend open online lifelong learning programming courses and what characteristics of learners lead to completing courses and proceeding to subsequent courses. We examine student-related factors collected through surveys in our online course environment. These factors include motivation, previous experience, and demographics. Our results show that motivations, previous experience, and demographics by themselves only explain a small amount of the variance in completing courses or continuing to a subsequent course. At the same time, we identify individual factors that are more likely to lead to learners dropping out (or continuing) in the courses. Our study provides further evidence that lifelong learning benefits most the already educated part of the population with prior knowledge and high motivation. This calls for further studies that seek to identify means to engage and support participants less likely to continue in such courses.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126182042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Generating visualizations of Formal Languages and Automata (FLA) is often a laborious and error prone task. Existing tools either offer the ability to fully customize the appearance of the artifacts, or offer reusability and abstraction, but do not offer both at the same time. In this paper, we introduce a system called Gidayu for creating mathematical diagrams of automata, of their computations, and of their transformations. Many kinds of automata are supported: (non)deterministic finite automata, generalized nondeterministic finite automata, and (non)-deterministic pushdown automata. Gidayu fosters experimentation and rapid prototyping, as diagrams are generated automatically. The specification language includes directives to fine tune the presentation of each element; and, users can customize the visual notation used by our system. We discuss various parameters Gidayu offers to visualize diagrams and their importance in the instruction of FLA.
{"title":"Gidayu","authors":"Tiago Cogumbreiro, Gregory Blike","doi":"10.1145/3502718.3524742","DOIUrl":"https://doi.org/10.1145/3502718.3524742","url":null,"abstract":"Generating visualizations of Formal Languages and Automata (FLA) is often a laborious and error prone task. Existing tools either offer the ability to fully customize the appearance of the artifacts, or offer reusability and abstraction, but do not offer both at the same time. In this paper, we introduce a system called Gidayu for creating mathematical diagrams of automata, of their computations, and of their transformations. Many kinds of automata are supported: (non)deterministic finite automata, generalized nondeterministic finite automata, and (non)-deterministic pushdown automata. Gidayu fosters experimentation and rapid prototyping, as diagrams are generated automatically. The specification language includes directives to fine tune the presentation of each element; and, users can customize the visual notation used by our system. We discuss various parameters Gidayu offers to visualize diagrams and their importance in the instruction of FLA.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122629729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kamil Akhuseyinoglu, Ryan Hardt, Jordan Barria-Pineda, Peter Brusilovsky, Kerttu Pollari-Malmi, Teemu Sirkiä, L. Malmi
The paper focuses on a new type of interactive learning content for SQL programming - worked examples of SQL code. While worked examples are popular in learning programming, their application for learning SQL is limited. Using a novel tool for presenting interactive worked examples, Database Query Analyzer (DBQA), we performed a large-scale randomized controlled study assessing the value of worked examples as a new type of practice content in a database course. We report the results of the classroom study examining the usage and the impact of DBQA. Among other aspects, we explored the effect of textual step explanations provided by DBQA.
{"title":"A Study of Worked Examples for SQL Programming","authors":"Kamil Akhuseyinoglu, Ryan Hardt, Jordan Barria-Pineda, Peter Brusilovsky, Kerttu Pollari-Malmi, Teemu Sirkiä, L. Malmi","doi":"10.1145/3502718.3524813","DOIUrl":"https://doi.org/10.1145/3502718.3524813","url":null,"abstract":"The paper focuses on a new type of interactive learning content for SQL programming - worked examples of SQL code. While worked examples are popular in learning programming, their application for learning SQL is limited. Using a novel tool for presenting interactive worked examples, Database Query Analyzer (DBQA), we performed a large-scale randomized controlled study assessing the value of worked examples as a new type of practice content in a database course. We report the results of the classroom study examining the usage and the impact of DBQA. Among other aspects, we explored the effect of textual step explanations provided by DBQA.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125624335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This presentation examines the development of computing courses in the Irish school curriculum over a period of some fifty years. It aims to highlight three aspects: the varying rationales (for example, educational or economic) driving the work at different times; the types of course that were proposed and (in some cases) implemented; and the successes and failures experienced along the way. The third aspect, in particular, may offer lessons for other countries seeking to implement computing courses in schools. To frame the analysis, a brief chronological outline is provided here. In the 1970s, the state Department of Education initially offered some programming courses for teachers; a voluntary body, the Computers in Education Society of Ireland, advocated for the introduction of "Computer Studies" as a school subject [1]. Official provision came in the 1980s, with the introduction first of a Computer Studies option in the Mathematics courses for the senior cycle of post-primary education (US grades 11-12), and then of a free-standing subject in the junior cycle [1,2]. However, the increasing availability of educational software, applications packages, and internet access led to a switch in the focus of official policy in the 1990s - from computing to computer applications and the use of IT in teaching and learning - and the computing courses faded out [2]. Following the (re)-emergence of interest in computing / computational thinking in several countries in this century [2,3,4,5], advocacy for suitable courses again grew and the policy thrust changed. Provision is now made at primary and post-primary level, notably with a free-standing Computer Science course figuring in the senior cycle curriculum [2,5]. The author has been involved in advocacy and support for computing in schools throughout the fifty-year period. Thus, she offers a participant's analysis of the motivations, the successes and failures, and the lessons that can be learnt from the Irish story.
本报告考察了爱尔兰学校课程中计算机课程的发展，时间约为50年。它旨在突出三个方面:在不同时期推动工作的不同理由(例如，教育或经济);建议和(在某些情况下)实施的课程类型;以及一路走来的成功和失败。特别是第三个方面，可以为其他寻求在学校实施计算机课程的国家提供借鉴。为了构建分析的框架，这里提供了一个简短的时间顺序大纲。在20世纪70年代，州教育部最初为教师提供了一些编程课程;志愿组织“爱尔兰计算机教育协会”(Computers in Education Society of Ireland)主张将“计算机研究”作为一门学校学科[1]。官方规定是在20世纪80年代开始的，首先在小学后教育的高级阶段(美国11-12年级)的数学课程中引入了计算机研究选项，然后在初级阶段引入了一个独立的学科[1,2]。然而，随着教育软件、应用程序包和互联网接入的日益普及，20世纪90年代官方政策的重点发生了转变——从计算转向计算机应用和IT在教学中的应用——计算课程逐渐淡出了人们的视野[2]。随着本世纪几个国家对计算/计算思维的兴趣(重新)出现[2,3,4,5]，对合适课程的倡导再次增长，政策推力也发生了变化。现在在小学和小学后阶段提供经费，特别是在高级周期课程中开设了独立的计算机科学课程[2,5]。在过去的五十年里，作者一直参与倡导和支持在学校使用计算机。因此，她提供了一个参与者对动机、成功和失败的分析，以及可以从爱尔兰故事中学到的教训。
{"title":"Computing in the Irish School Curriculum: What Can We Learn from a Fifty-Year Adventure?","authors":"Elizabeth Oldham","doi":"10.1145/3502718.3524817","DOIUrl":"https://doi.org/10.1145/3502718.3524817","url":null,"abstract":"This presentation examines the development of computing courses in the Irish school curriculum over a period of some fifty years. It aims to highlight three aspects: the varying rationales (for example, educational or economic) driving the work at different times; the types of course that were proposed and (in some cases) implemented; and the successes and failures experienced along the way. The third aspect, in particular, may offer lessons for other countries seeking to implement computing courses in schools. To frame the analysis, a brief chronological outline is provided here. In the 1970s, the state Department of Education initially offered some programming courses for teachers; a voluntary body, the Computers in Education Society of Ireland, advocated for the introduction of \"Computer Studies\" as a school subject [1]. Official provision came in the 1980s, with the introduction first of a Computer Studies option in the Mathematics courses for the senior cycle of post-primary education (US grades 11-12), and then of a free-standing subject in the junior cycle [1,2]. However, the increasing availability of educational software, applications packages, and internet access led to a switch in the focus of official policy in the 1990s - from computing to computer applications and the use of IT in teaching and learning - and the computing courses faded out [2]. Following the (re)-emergence of interest in computing / computational thinking in several countries in this century [2,3,4,5], advocacy for suitable courses again grew and the policy thrust changed. Provision is now made at primary and post-primary level, notably with a free-standing Computer Science course figuring in the senior cycle curriculum [2,5]. The author has been involved in advocacy and support for computing in schools throughout the fifty-year period. Thus, she offers a participant's analysis of the motivations, the successes and failures, and the lessons that can be learnt from the Irish story.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125971140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. OConnor, Carl Mann, Tiffanie Petersen, Isaiah Thomas, Christopher Stricklan
Analyzing binary programs without source code is critical for cybersecurity professionals. This paper presents an undergraduate binary reverse engineering course design that culminates with a comprehensive binary exploitation competition. Our approach challenges students to develop tools that automatically detect and exploit program vulnerabilities. We hypothesize that this competition presents a unique opportunity to exercise the core competencies of binary reverse engineering. We share our detailed design, labs, experiences, and lessons learned from this course for others to build on our initial success.
{"title":"Toward an Automatic Exploit Generation Competition for an Undergraduate Binary Reverse Engineering Course","authors":"T. OConnor, Carl Mann, Tiffanie Petersen, Isaiah Thomas, Christopher Stricklan","doi":"10.1145/3502718.3524744","DOIUrl":"https://doi.org/10.1145/3502718.3524744","url":null,"abstract":"Analyzing binary programs without source code is critical for cybersecurity professionals. This paper presents an undergraduate binary reverse engineering course design that culminates with a comprehensive binary exploitation competition. Our approach challenges students to develop tools that automatically detect and exploit program vulnerabilities. We hypothesize that this competition presents a unique opportunity to exercise the core competencies of binary reverse engineering. We share our detailed design, labs, experiences, and lessons learned from this course for others to build on our initial success.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131448035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andr e Santos, Tiago Soares, Nuno Garrido, T. Lehtinen
We present Jask, a system capable of generating questions about a learner's code written in Java. Given Java code as input, Jask provides a set of meaningful questions formulated in terms of the actual code (using its constructs and identifiers) and the corresponding correct answers. We integrated Jask in a web-based system where students submit their code (e.g., from lab exercises), answer questions about it, and obtain immediate formative feedback with the correct answers. An initial study involving 123 distinct introductory programming students providing 2274 answers revealed that questions pertaining to program dynamics tend to register low scores, possibly evidencing fragile comprehension of programming constructs. Participants were surveyed, revealing a positive view towards the usefulness of Jask, especially with respect to consolidating terminology.
{"title":"Jask: Generation of Questions About Learners' Code in Java","authors":"Andr e Santos, Tiago Soares, Nuno Garrido, T. Lehtinen","doi":"10.1145/3502718.3524761","DOIUrl":"https://doi.org/10.1145/3502718.3524761","url":null,"abstract":"We present Jask, a system capable of generating questions about a learner's code written in Java. Given Java code as input, Jask provides a set of meaningful questions formulated in terms of the actual code (using its constructs and identifiers) and the corresponding correct answers. We integrated Jask in a web-based system where students submit their code (e.g., from lab exercises), answer questions about it, and obtain immediate formative feedback with the correct answers. An initial study involving 123 distinct introductory programming students providing 2274 answers revealed that questions pertaining to program dynamics tend to register low scores, possibly evidencing fragile comprehension of programming constructs. Participants were surveyed, revealing a positive view towards the usefulness of Jask, especially with respect to consolidating terminology.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"95 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132478456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jaemarie Solyst, Tara Nkrumah, A. Stewart, Amanda Buddemeyer, Erin Walker, A. Ogan
Computing education is important for K-12 learners, but not all learners resonate with common educational practices. Culturally responsive computing initiatives center and empower learners from diverse and historically excluded backgrounds. Recently, a number of educational programs have been developed and curated for an online experience. In this paper, we describe an online synchronous culturally responsive computing (CRC) camp for middle school girls (ages 11-14 years old) and report on challenges and successes from running the camp curriculum four times over the course of a year. We also describe core iterative changes we made between our runs. We then discuss lessons learned related to building rapport and connection among learners, centering learners of different backgrounds in an online synchronous environment, and facilitating reflection on power and identity aimed at positioning learners as techno-social change agents. Lastly, we offer recommendations for running online CRC experiences.
{"title":"Running an Online Synchronous Culturally Responsive Computing Camp for Middle School Girls","authors":"Jaemarie Solyst, Tara Nkrumah, A. Stewart, Amanda Buddemeyer, Erin Walker, A. Ogan","doi":"10.1145/3502718.3524747","DOIUrl":"https://doi.org/10.1145/3502718.3524747","url":null,"abstract":"Computing education is important for K-12 learners, but not all learners resonate with common educational practices. Culturally responsive computing initiatives center and empower learners from diverse and historically excluded backgrounds. Recently, a number of educational programs have been developed and curated for an online experience. In this paper, we describe an online synchronous culturally responsive computing (CRC) camp for middle school girls (ages 11-14 years old) and report on challenges and successes from running the camp curriculum four times over the course of a year. We also describe core iterative changes we made between our runs. We then discuss lessons learned related to building rapport and connection among learners, centering learners of different backgrounds in an online synchronous environment, and facilitating reflection on power and identity aimed at positioning learners as techno-social change agents. Lastly, we offer recommendations for running online CRC experiences.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131779365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Marciniak, Andrzej Wójtowicz, B. Kolodziejczak, M. Szczepański, A. Stachowiak
The outbreak of the COVID-19 pandemic gave rise to a need to change course syllabi in order to completely transition to a remote learning model. In the case of subjects comprising programming tasks, taking into account the availability of tools and resources that provide opportunities for independent work without teacher supervision, it was necessary to decide whether students should be allowed to work under self-paced learning, or, similar to traditional classes, fixed-schedule learning. Experiences from MOOCs demonstrated that course scheduling is not without impact on the learning process, and may affect the level of student satisfaction with the course. This study determines how course scheduling affected the performance of students attending a database course. The students were divided into two groups, and completed the first module without teacher supervision. During the learning process, they solved programming tasks which were assessed automatically, and then took quizzes to verify what they learned. One of the groups worked with the materials and took the quizzes in accordance with a schedule, and the other group did so without any time constraints. The results demonstrate that students perform better when working under the fixed-schedule model, without any impact on their level of satisfaction with the course. The system of learning not only affected the quiz results in the module where different scheduling was used, but student performance in later parts of the course as well. The results presented in the paper should be of interest to teachers designing remote courses involving self-learning.
{"title":"Impact of Course Scheduling on Student Performance in Remote Learning","authors":"J. Marciniak, Andrzej Wójtowicz, B. Kolodziejczak, M. Szczepański, A. Stachowiak","doi":"10.1145/3502718.3524788","DOIUrl":"https://doi.org/10.1145/3502718.3524788","url":null,"abstract":"The outbreak of the COVID-19 pandemic gave rise to a need to change course syllabi in order to completely transition to a remote learning model. In the case of subjects comprising programming tasks, taking into account the availability of tools and resources that provide opportunities for independent work without teacher supervision, it was necessary to decide whether students should be allowed to work under self-paced learning, or, similar to traditional classes, fixed-schedule learning. Experiences from MOOCs demonstrated that course scheduling is not without impact on the learning process, and may affect the level of student satisfaction with the course. This study determines how course scheduling affected the performance of students attending a database course. The students were divided into two groups, and completed the first module without teacher supervision. During the learning process, they solved programming tasks which were assessed automatically, and then took quizzes to verify what they learned. One of the groups worked with the materials and took the quizzes in accordance with a schedule, and the other group did so without any time constraints. The results demonstrate that students perform better when working under the fixed-schedule model, without any impact on their level of satisfaction with the course. The system of learning not only affected the quiz results in the module where different scheduling was used, but student performance in later parts of the course as well. The results presented in the paper should be of interest to teachers designing remote courses involving self-learning.","PeriodicalId":424418,"journal":{"name":"Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114375414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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