一句话：提出上下文感知 Q&A 教学框架，将提问与讲课情境自动关联，提升大班课堂学生参与度与考试表现。
软件工程建模教学依赖大量互动与迭代，但大班课程的高生师比使教师难以平等支持所有学生；现有课堂互动工具又缺乏问题与教学上下文的自动映射，导致上下文常在课后丢失。作者调整讲授式教学并引入上下文感知 Q&A 教学框架，将学生提问与内容传授并行，降低参与门槛并支持多教室场景，同时持久化保存学生互动及其教学上下文以形成知识库。评估表明，该方法提高了学生参与度，并使积极参与学生的考试成绩得到提升；知识库还可供学生备考和教师优化教学内容。
Modeling in Software Engineering is a complex task which includes interaction and discussion. Often multiple iterations are needed to end up with a satisfying design to handle given problems like complexity or change. This behavior can also be seen in education in software engineering, where learners tend to iterate over their models after having multiple discussions with their instructors or peers about possible solutions. This is an important part of the learning process, however, it is increasingly harder to implement for large scale on campus courses due to high student to lecturer ratios. One of the biggest problems is that lecturers are not able to allocate their time during class to support all students equally. This issue leads to new teaching methodologies and automated or semi-automated tools to support in-class interaction of students. However, these tools are lacking an automated mapping between questions asked and the teaching context provided. This context has to be inserted manually or is implicitly available during the lecture, however is lost after the lecture is over. In this paper we describe the adaption of a lecture-style instruction and the introduction of a context-aware Q&A teaching framework to increase student interaction by parallelizing it with content delivery. We achieve this while also lowering barriers for students to participate, even in multi-classroom setups. The stated approach also allows the creation of a knowledge repository which persists student interaction including its teaching context. This repository can be used by students to prepare for upcoming exams as well as by instructors to optimize their teaching content. Using our approach, we are able to show that there is an increase in student participation, leading to increased student examination performance for active students.
DOI 原文 ·
@inproceedings{paperbot4566,
title = {Increasing student engagement in higher education using a context-aware Q&A teaching framework},
author = {Jan Knobloch and Jonas Kaltenbach and Bernd Bruegge},
booktitle = {ICSE},
year = {2018},
doi = {10.1145/3183377.3183389}
}