Student experience in a student-centered peer instruction classroom
Student experience in a student-centered peer instruction classroom
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以学生为中心的同伴指导课堂中的学生体验
DOI：
10.1145/2493394.2493407
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Q. Cutts
中科院分区：
文献类型：
--
作者：
B. Simon;Sarah Esper;Leo Porter;Q. Cutts
尽管研究表明计算机课程中的同伴指导 (PI) 有利于学习和记忆，但对学生体验的研究仅限于态度调查结果。这项研究对学生在 PI 课程中的体验进行了初步评估——特别要求他们反思自己在 PI 讲座中与标准大学讲座中作为学生的角色。首先使用Chi的互动-建设性-主动-被动框架分析学生对此问题的回答，该框架根据学生活动在建构主义学习框架中的价值对学生活动进行分类。该分析发现，大多数学生将 PI 讲座中的活动报告为“互动”，而标准讲座中的活动则为“活跃”（例如做笔记）。此外，扎根理论开放编码分析可以初步检查学生对 PI 讲座体验的看法。尽管学生积极重视与学习相关的方面（反馈和增加理解），但围绕情感和增强社区意识问题，人们注意到了令人惊讶的广泛价值。特别是，这些经验引发了关于 PI 和高等教育中 STEM 保留问题的讨论。
Although studies have shown Peer Instruction (PI) in computing courses to be beneficial for learning and retention, study of the student experience has been limited to attitudinal survey results. This study provides a preliminary evaluation of student experiences in a PI course -- specifically asking them to reflect on their role as a student in a PI lecture compared to a standard university lecture. Student responses to this question are first analyzed using Chi's Interactive-Constructive-Active-Passive framework which categorizes student activities by their value in a constructivist learning framework. This analysis finds that the majority of students reported activity in a PI lecture as "interactive" in contrast with "active" (e.g. taking notes) in a standard lecture. Additionally, a grounded theory open-coding analysis provides an initial examination of student perceptions of the PI lecture experience. Although students positively value learning-related aspects (feedback and increased understanding) a surprising breadth of value was noted around issues of affect and increased sense of community. In particular, these experiences invite discussion about PI and issues of STEM retention in post-secondary education.