A Novel Self-Paced Model for Teaching Programming
A Novel Self-Paced Model for Teaching Programming
复制标题
一种新颖的自定进度教学模型
DOI：
10.1145/3051457.3053978
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Lisa N. White
中科院分区：
文献类型：
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作者：
Jeff Offutt;P. Ammann;K. Dobolyi;Chris Kauffmann;Jaime Lester;Upsorn Praphamontripong;H. Rangwala;Sanjeev Setia;Pearl Y. Wang;Lisa N. White
“自定节奏学习提高记忆和能力”（SPARC）项目通过创建一个将在线学习、自动评估、协作实践和同伴支持学习相结合的自定节奏学习环境，响应了有充分记录的计算机科学入学人数激增的趋势。SPARC在线提供教育材料，鼓励学生分组练习编程，让他们按照自己的进度学习材料，并允许他们在任何时候展示熟练程度。这种模式与传统课程形成鲜明对比，传统课程对所有学生实行单一的截止日期和考试时间表。SPARC允许学生以适合个人的速度或快或慢地完成课程，从而允许大学用相同或更少的资源教更多的学生。本文描述了应用于CS1的SPARC模型的目标和元素。我们介绍了目前的结果，并讨论了项目的未来。
The Self-Paced Learning Increases Retention and Capacity (SPARC) project is responding to the well-documented surge in CS enrollment by creating a self-paced learning environment that blends online learning, automated assessment, collaborative practice, and peer-supported learning. SPARC delivers educational material online, encourages students to practice programming in groups, frees them to learn material at their own pace, and allows them to demonstrate proficiency at any time. This model contrasts with traditional course offerings, which impose a single schedule of due dates and exams for all students. SPARC allows students to complete courses faster or slower at a pace tailored to the individual, thereby allowing universities to teach more students with the same or fewer resources. This paper describes the goals and elements of the SPARC model as applied to CS1. We present results so far and discuss the future of the project.