一句话：复现并扩展同伴教学在在线软件测试与持续集成课程中的研究，发现其促进学习并显著改善学生态度。
该文复现并扩展了此前关于同伴教学（PI）在单元测试、集成测试与持续集成主题中的主动学习研究。原研究针对多专业荣誉学生的面对面课堂；本研究则聚焦由计算相关专业学生组成的完全虚拟同步在线课堂。研究采用课程前后认知测试与态度问卷，考察 PI 对学习成效与学生态度的影响。结果显示，先前研究的主要结论得到支持：PI 与学生学习存在相关，前后测成功率有鼓舞人心的提升；同时，PI 在兴趣、性别、有用性、自信心和专业性等构念上对学生态度有统计显著影响。这表明 PI 可有效迁移到在线软件测试与持续集成教学。
This paper discusses the results of replicating and extending a previous study on the active learning pedagogy of Peer Instruction (PI) in the topics of unit testing, integration testing and continuous integration. The original paper studied the efficacy of PI as a pedagogy for an in-person classroom with honors students from various academic majors. In this replication study we focus on a fully virtual, synchronous online classroom consisting of computing related majors. Our findings reinforce the results in Gopal and Cooper's original study. Cognitively, we found a correlation between PI and student learning, by observing encouraging increases in levels of success as measured through cognitive pre- and post-course instrument for the topics we studied. In addition, we also found that PI had a statistically significant impact on student attitudes in the constructs of interest, gender, usefulness, confidence and professionalism.
DOI 原文 ·
@inproceedings{paperbot10957,
title = {Peer Instruction in Online Software Testing and Continuous Integration - A Replication Study},
author = {Bhuvaneswari Gopal and Stephen Cooper},
booktitle = {ICSE},
year = {2022},
doi = {10.1109/icse-seet55299.2022.9794148}
}