A Comparison of Peer Instruction and Collaborative Problem Solving in a Computer Architecture Course
A Comparison of Peer Instruction and Collaborative Problem Solving in a Computer Architecture Course
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计算机体系结构课程中同伴指导和协作解决问题的比较
DOI：
10.1145/3328778.3366819
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Sushmita Azad
中科院分区：
文献类型：
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作者：
Geoffrey L. Herman;Sushmita Azad
虽然大量的研究表明，主动学习方法比被动讲座更有利于学习，但我们需要了解不同主动学习方法之间的权衡。中西部大学的计算机体系结构在历史上一直使用积极的讲座来教授，通过一些点击器问题来介绍内容。在2018年秋季（N = 363），短视频讲座提供给学生作为补充资源。2019年春季，讲师翻转课程，要求学生在上课前观看视频讲座并完成作业。两个版本的课程同时教授，使用相同的家庭作业，机器问题和考试，但不同的课堂教学。版本SP19 PI（N = 179）采用同伴指导进行教学。SP19CP版本（N = 73）采用协作解决问题的方式进行教学，将学生组织成3人小组解决问题。学生完成了调查，测量他们的看法花在课程上的时间，课程难度，压力的看法，和归属感。我们比较了学生在期中考试中的表现和他们的非认知结果，以检查这些不同的主动学习教学法的相对效果。我们发现，这两个翻转产品（同伴指导和协作解决问题）受益于学生积极讲座以外。同伴指导（SP19PI）使学习更有效率。合作教学（SP19CP）为学习提供了更大的社会支持，消除了性别年级差异。
While substantial research has demonstrated that active learning pedagogies are better for learning than passive lectures, we need to understand the trade-offs between different active learning pedagogies. Computer Architecture at Midwestern University has historically been taught using active lectures, introducing content with a few clicker questions. In Fall 2018 (N = 363), short video lectures were made available to students as a supplemental resource. In Spring 2019, the instructor flipped the course, requiring students to watch the video lectures and complete an assignment before attending class. Two versions of the course were taught concurrently, using the same homework assignments, machine problems, and examinations but with different in-class pedagogies. Version SP19PI (N = 179) was taught using peer instruction. Version SP19CP (N = 73) was taught using collaborative problem solving, organizing students into teams of 3 to work on problems. Students completed surveys that measured their perceptions of time spent on the course, course difficulty, perceptions of stress, and sense of belonging. We compare students' performance on midterm exams and their non-cognitive outcomes to examine the relative effects of these different active learning pedagogies. We find that both flipped offerings (peer instruction and collaborative problem solving) benefited students beyond active lectures. Peer instruction (SP19PI) made learning more efficient. Collaborative instruction (SP19CP) provided greater social support for learning and eliminated gender grade disparities.