Use of JiTT in a Graduate Software Testing Course: An Experience Report
Use of JiTT in a Graduate Software Testing Course: An Experience Report
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JiTT 在研究生软件测试课程中的使用：经验报告
DOI：
10.1145/3183377.3183397
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Alexandra Martínez
中科院分区：
文献类型：
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作者：
Alexandra Martínez
本文介绍了我们的经验，使用即时教学（JiTT）在研究生软件测试课程在两个学期。JiTT是一种教学策略，它通过基于网络的预备作业（称为热身）将课堂内和课堂外的内容联系起来。我们的JiTT设计如下。预备课外部分包括一个阅读测试，要求学生阅读教科书中的一章，然后回答我们虚拟平台上提供的基于网络的测试。阅读测试在上课前一天进行，以便老师有足够的时间阅读学生的回答，并相应地调整下一节课。课堂部分是围绕学生常见的误解或困难组织的，这些误解或困难是从学生提交的阅读测试中提取的。课堂上采用的教学策略包括讨论和合作学习。我们的方法是从学生和教师的角度进行评估。学生的观点是从一项调查中获得的。教师的观点包括对优点和局限性的评估。从我们的评估结果显示，绝大多数学生认为，他们的学习提高时，他们准备上课提前阅读材料。他们还认为阅读测试是验证学生完成指定阅读的有效方法。他们中的大多数人也认为，JiTT是一个合适的教学策略的课程。从老师的角度来看，一个主要的优势是学生们更加投入课堂，提出有趣的问题，丰富了课堂讨论。此外，在阅读测试中使用开放式（散文型）问题还有一个额外的好处，那就是帮助他们成为更好的写作者（更好地组织他们的想法，通过写作来澄清他们的想法）。
This paper describes our experience using Just-in-Time Teaching (JiTT) in a graduate Software Testing course during two semesters. JiTT is a pedagogical strategy that bridges in-class and out-of-class components through preparatory web-based assignments, known as warm-ups. Our JiTT design was as follows. The preparatory out-of-class component consisted of a reading test, which required students to read a chapter from the textbook and then answer a web-based test available in our virtual platform. Reading tests were due the day before class in order to give the teacher enough time to read over the student's responses and adjust the next lesson accordingly. The in-class component was organized around student common misconceptions or difficulties, extracted from the reading tests submitted by the students. Discussions and cooperative learning activities were among the teaching strategies used in class. Our approach was assessed from the students' and teacher's perspective. The students' perspective was obtained from a survey. The teacher's perspective consisted in an assessment of strengths and limitations. Results from our evaluation show that a vast majority of students believe their learning improves when they prepare for class by reading the material in advance. They also think that reading tests are an effective way of verifying that students did the assigned reading. Most of them also consider that JiTT is an appropriate teaching strategy for the course. From the teacher's perspective, a major strength found was that students were more engaged in class, asking interesting questions that enriched class discussion. Also, the use of open-ended (essay-type) questions in reading tests has the additional benefit of helping them become better writers (organize their ideas better and clarify their thinking through writing)