Illustrating performance indicators and course characteristics to support students’ self-regulated learning in CS1
Illustrating performance indicators and course characteristics to support students’ self-regulated learning in CS1
复制标题
阐明绩效指标和课程特征，以支持学生在 CS1 中的自我调节学习
DOI：
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发表时间：
2015
影响因子：
2.7
通讯作者：
Kerry Shephard
中科院分区：
文献类型：
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作者：
Claudia Ott;A. Robins;P. Haden;Kerry Shephard
在高等教育中，对学生的质量反馈被认为是促进学生学习的主要因素之一。反馈支持学生发展成为自我调节的学习者，他们设定自己的目标，根据这些目标自我监控自己的实际表现，并在必要时调整学习策略，被视为当代反馈实践的一个重要方面。然而，只有那些知道课程要求和某些学习行为对其最终成就的影响的学生才能在知情的基础上自我调节自己的学习。学习分析是一个新兴的领域，主要涉及使用预测模型向教育教师或学习者提供有关预测研究结果的信息。在一项范围研究中，200多名编程入门课程(CS1)的学生被提供了信息，揭示了课程不同阶段的表现指标，并预测了不同成就水平的最终表现。这项研究旨在探讨这类反馈在CS1课程的有限背景下的影响，以及了解学生对诊断性课程数据的总体态度。研究结果表明，学生重视这些信息，但是，尽管学生对这些信息有很高的参与度，但学生的学习行为和学习结果在所调查的方面仍然相当不受影响。鉴于这些多层次的结果，我们建议进一步探索基于诊断性课程数据提供反馈-这是提高学生在学习过程中发挥积极作用的透明度的关键一步。
In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students’ development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an important aspect of contemporary feedback practice. However, only those students who are aware of the course demands and the impact of certain study behaviors on their final achievement are in a position to self-regulate their learning on an informed basis. Learning analytics is an emerging field primarily concerned with using predictive models to inform educational instructors or learners about projected study outcomes. In a scoping study, over 200 students of an introductory programming course (CS1) were supplied with information revealing performance indicators for different stages on the course and projecting final performance for various achievement levels. The study was set out to explore the impact of this type of feedback in the confined context of a CS1 course as well as to learn about students’ attitudes toward diagnostic course data in general. The results from the study suggest that students valued the information, but, despite high engagement with the information, students’ study behavior and learning outcome remained rather unaffected for the aspects investigated. Given these multi-layered results, we suggest further exploration on the provision of feedback based on diagnostic course data – a vital step toward more transparency for students to foster their active role in the learning process.