Interactive Learning: Increasing Student Participation through Shorter Exercise Cycles
Interactive Learning: Increasing Student Participation through Shorter Exercise Cycles
复制标题
互动学习：通过更短的锻炼周期提高学生的参与度
DOI：
10.1145/3013499.3013513
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
B. Brügge
中科院分区：
文献类型：
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作者：
Stephan Krusche;A. Seitz;J. Börstler;B. Brügge
在大班中，讲课内容的传授和实践练习中的深化内容之间通常有明显的区别。这种时间和空间的分离有几个缺点。特别是，它将学生对一个新概念的听力与实际应用它的能力分开，这可能会减少知识的保持。
为了将授课和练习紧密结合起来，我们提出了一种称为互动学习的方法：它基于主动的、基于计算机的体验式学习，包括即时反馈和对体验的反思学习。它将内容交付和内容深化之间的时间缩短到几分钟，并允许更灵活和更高效的学习。较短的练习周期允许学生在第一次听说多个概念后，直接在每个教学单元中应用和实践多个概念。
我们将互动学习应用于两个软件工程大班，每个班有300名学生，并对其使用情况进行了定性和定量的评估。与传统课堂相比，学生的参与度有所提高：到课程结束时，约有50%的学生上课并参与练习。我们的评估表明，学生的学习经验和考试成绩与参与度的增加有关。虽然教育工作者需要更多的时间来准备课程和练习，但他们审查练习提交的时间却更少。教师和助教的整体教学努力没有增加。
In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students' hearing about a new concept from being able to actually practice and apply it, which may decrease knowledge retention.
To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more efficient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them.
We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students' participation increases compared to traditional classes: until the end of the course, around 50% of the students attend class and participate in exercises. Our evaluations show that students' learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching effort for instructors and teaching assistants does not increase.