Exploring Student Experiences in Early Computing Courses during Emergency Remote Teaching
Exploring Student Experiences in Early Computing Courses during Emergency Remote Teaching
复制标题
DOI：
10.1145/3430665.3456315
复制
发表时间：
2021-06
期刊：
影响因子：
--
通讯作者：
M. Lewis;Zhanchong Deng;Sophia Krause-Levy;Adrian Salguero;W. Griswold;Leo Porter;Christine Alvarado
中科院分区：
文献类型：
--
作者：
M. Lewis;Zhanchong Deng;Sophia Krause-Levy;Adrian Salguero;W. Griswold;Leo Porter;Christine Alvarado
2020 年春季给学生的学习带来了巨大的变化，各大学纷纷建立支持结构来帮助学生在远程环境中学习。计算机科学教育既为这一变化做好了准备，又面临着独特的挑战，例如。学生通常需要大量（面对面）编程支持。在这项研究中，我们研究了美国大型研究型大学加州大学圣地亚哥分校 (UCSD) 2020 年春季学生的远程学习体验的各个方面与之前在新冠疫情之前面对面提供的 6 门中低年级计算机科学课程的相同方面的情况。我们处于进行这种比较的独特位置，因为我们一直在收集 2019-2020 学年学生课程体验多个方面的数据。令人惊讶的是，我们发现，我们检查的学生体验的大部分内容在 2020 年春季都没有变化，甚至有所改善。春季的学生报告称压力水平相似或较低，并发现与前几个季度相比，他们的课程相似或挑战性较小。然而，某些方面确实退化了。学生与同龄人的联系较少（特别是在入门课程中），家庭义务的干扰较多，某些课程的退学/不及格率较高。令人惊讶的是，这些结果适用于所有评估的人口统计数据。我们的结果表明，加州大学圣地亚哥分校及其计算机科学教师在 2020 年春季为减轻远程学习压力而采取的行动基本上是成功的，并为改善疫情后的教育提供了启示。
Spring 2020 brought enormous change to student learning, as universities scrambled to put into place support structures to aid students' learning in a remote context. Computer science education was both well-positioned for this change and faced unique challenges, e.g. that students often need significant (in-person) support with programming. In this study we examine how aspects of students' remote learning experience in spring 2020 compared to the same aspects in previous in-person, pre-COVID offerings of 6 lower- to mid-division computer science courses at UC San Diego (UCSD), a large US research university. We were in a unique position to make this comparison because we had been collecting data on several aspects of students' course experiences throughout the 2019-2020 academic year. We found, surprisingly, that most elements of students' experiences that we examined were unchanged, or even improved, in spring 2020. Students in spring reported similar or lower stress levels and found their courses similarly or less challenging relative to previous quarters. However, some aspects did degrade. Students had less connection with their peers (particularly in introductory classes), more interference from family obligations, and higher drop/fail rates in some classes. Surprisingly, these results hold across all assessed demographics. Our results indicate that the actions UCSD and its CS instructors took to mitigate the stresses of remote learning in spring 2020 were largely successful and provide implications for improving education beyond the pandemic.