What Help Do Students Seek in TA Office Hours?
What Help Do Students Seek in TA Office Hours?
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DOI：
10.1145/3291279.3339418
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发表时间：
2019-07
期刊：
影响因子：
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通讯作者：
Yanyan Ren;S. Krishnamurthi;Kathi Fisler
中科院分区：
文献类型：
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作者：
Yanyan Ren;S. Krishnamurthi;Kathi Fisler
在许多大学里，助教是学生教育经历的重要组成部分。在早期课程中尤其如此，学生可能会感到缺乏经验和焦虑，并且发现同学比教授更容易接近。尽管它很重要，但这种学习渠道的研究并不多。部分困难在于如何有意义地评估它。任何干预都必须是非侵入性的、轻量级的，同时还要产生有用的数据。因此，对许多教师和研究人员来说，助教的办公时间仍然相当不透明。本文提出了一种研究助教办公时间的技术成分（而不是社会动态）的方法。我们使用程序设计方法作为一种工具，通过简单的基于调查的方法收集数据，帮助跟踪学生在数小时内提出的问题。助教的数据有效地总结了学生的问题。此外，通过对比助教和学生的数据，我们可以了解到学生在整个学期的课程设计求助方面的进展情况。
In many universities, Teaching Assistants (TAs) are an important part of students' educational experience. This is especially true in early courses, where students may suffer from inexperience and anxiety, and find fellow students more accessible than professors. Despite its importance, this learning channel has not been studied very much. Part of the difficulty lies in how to meaningfully evaluate it. Any intervention needs to be both unintrusive and lightweight, and yet yield useful data. As a result, to many faculty and researchers, TA office hours remain fairly opaque. This paper presents one approach to studying the technical component (but not the social dynamics) of TA office hours. We use a program-design methodology as a device to help track what students are asking about in hours, using a simple survey-based method to gather data. Data from TAs effectively summarize students' questions. In addition, contrasting data from both TAs and students provides insight into students' progress on program design help-seeking over the course of the semester.