Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity
Changing the Online Climate via the Online Students: Effects of Three Curricular Interventions on Online CS Students’ Inclusivity
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通过在线学生改变在线氛围：三种课程干预对在线计算机科学学生包容性的影响
DOI：
10.1145/3446871.3469742
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Burnett, Margaret
中科院分区：
文献类型：
--
作者：
Letaw, Lara;Garcia, Rosalinda;Garcia, Heather;Perdriau, Christopher;Burnett, Margaret
动机虽然CS教育的研究人员和实践者已经找到了提高CS课堂包容性的方法，很少有研究人员考虑在线CS教育的包容性。我们有兴趣在两个这样的改进，在网上CS教育，除了被包容的对方，网上CS学生还需要能够创建包容technology.ObjectivesWe已经开始开发一种新的方法，我们的术语“嵌入式包容性设计”，以解决这两个目标。这种方法的本质是将包容性设计教育的元素融入主流CS课程。本文提出了三个课程干预，我们已经开发出这种方法，并实证研究其有效性在网上CS学士后教育。我们的研究问题是：这三种课程干预措施如何影响（RQ 1）在线CS学生之间的氛围以及（RQ 2）在线CS学生如何在他们创造的技术中荣誉用户的多样性？MethodTo answer these research questions，we implemented the curriculum interventions in four asynchronous online CS classes across two CS courses within俄勒冈州州立大学的Ecampus and carried an action research study to investigate the impacts.ResultsOnline CS students who experienced these interventions reported feeling more included in the major than they had before，reported positive impacts on their team dynamics，增加了他们的兴趣，以适应不同的用户，并创造了更多的包容性技术设计比他们以前。讨论这些结果提供了令人鼓舞的证据，嵌入包容性设计的元素到主流CS课程，通过这里提出的干预措施，可以增加在线CS学生对彼此的包容性，以及这些未来CS实践者创造的技术的包容性。
MotivationAlthough CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS education—besides being inclusive to each other, online CS students also need to be able to create inclusive technology.ObjectivesWe have begun developing a new approach that we term “embedded inclusive design” to address both of these goals. The essence of the approach is to integrate elements of inclusive design education into mainstream CS coursework. This paper presents three curricular interventions we have developed in this approach and empirically investigates their efficacy in online CS post-baccalaureate education. Our research questions were: How do these three curricular interventions affect (RQ1) the climate among online CS students and (RQ2) how online CS students honor the diversity of their users in the tech they create?MethodTo answer these research questions, we implemented the curricular interventions in four asynchronous online CS classes across two CS courses within Oregon State University’s Ecampus and conducted an action research study to investigate the impacts.ResultsOnline CS students who experienced these interventions reported feeling more included in the major than they had before, reported positive impacts on their team dynamics, increased their interest in accommodating diverse users, and created more inclusive technology designs than they had before.DiscussionThese results provide encouraging evidence that embedding elements of inclusive design into mainstream CS coursework, via the interventions presented here, can increase both online CS students’ inclusivity toward one another and the inclusivity of the technology these future CS practitioners create.
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