Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment
Analyzing productive learning behaviors for students using immediate corrective feedback in a blended learning environment
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DOI：
10.1016/j.compedu.2017.09.013
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发表时间：
2018-02-01
影响因子：
12
通讯作者：
DeBoer, Jennifer
中科院分区：
文献类型：
--
作者：
Chen, Xin;Breslow, Lori;DeBoer, Jennifer
许多理工科课程的本科生课程都在利用异步计算机平台来托管教学材料，如讲座视频或讨论论坛。这些平台还能够就形成性评估任务向学生提供即时反馈，如家庭作业问题、阅读问题或每周测验。虽然已经有许多关于基于计算机的反馈的研究，但关于学生如何与即时反馈互动，以及这些互动如何影响他们的学习，我们需要了解更多。在这项研究中，我们描述了入门物理学生与一个基于计算机的即时简单纠正反馈工具--“可检查答案功能”(CAF)--的互动特征，该工具由edX平台的机构版本提供支持。我们调查了学生与CAF互动的程度，互动的模式，以及最终这些模式与课程表现的关系。我们利用了丰富的量化数据，包括大量显示学生使用CAF的服务器跟踪日志以及性能指标。我们的发现表明，反馈的某些参与模式反映了富有成效的学习策略，并显著预测了更高的表现。研究结果为STEM入门课程的教学实践和继续开发在线反馈工具提供了指导。
Undergraduate classes in many science and engineering courses are utilizing asynchronous computer platforms to host educational materials such as lecture videos or discussion forums. These platforms also have the ability to provide immediate feedback to students on formative assessment tasks such as homework problems, reading questions, or weekly quizzes. Although there have been a number of studies on computer-based feedback, there is more we need to know about how students interact with immediate feedback, and how those interactions influence their learning. In this study, we characterize introductory physics students' interactions with one computer-based immediate simple corrective feedback tool, the "checkable answer feature" (CAF), powered by the institutional version of the edX platform. We investigate how much students interact with the CAF, the patterns of interaction, and, ultimately, how these patterns are associated with course performance. We utilize rich quantitative data, including a large volume of server tracking logs that show students' use the CAF, as well as performance metrics. Our findings show certain patterns of engagement with feedback reflect productive study strategies and significantly predict higher performance. The findings provide guidance for instructional practice and the continued development of online feedback tools in introductory STEM courses.