{"title":"对大型计算机科学课程的持续学生反馈进行评估","authors":"E. Kaila, Erno Lokkila","doi":"10.36315/2022v2end023","DOIUrl":null,"url":null,"abstract":"\"In this article, we present a computer science course with 460 participants, where special interest was directed towards student feedback and two-way communication. The 7-week course was organized as an online course with automatically assessed exercises. Each week, the students answered a short survey about their learning experience, course difficulty level, and time spent on course activities. They were also asked to answer three open questions about what they had learned, what remains unclear and how would they improve the content. Quantitative and qualitative feedback data were analyzed for all seven weeks. In addition, we analyzed the student performance by observing the final grades obtained from the course. Based on the results, it seems that there is a positive correlation between engagement and final grades. Moreover, dynamically modifying the course on the fly based on continuous feedback seems to be a beneficial mechanism. Surprisingly, the teaching staff did not find it too laborious either. Finally, we provide experiences and suggestions for other educators for utilizing continuous feedback effectively.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"3 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"EVALUATION OF CONTINUOUS STUDENT FEEDBACK ON A LARGE COMPUTER SCIENCE COURSE\",\"authors\":\"E. Kaila, Erno Lokkila\",\"doi\":\"10.36315/2022v2end023\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\\"In this article, we present a computer science course with 460 participants, where special interest was directed towards student feedback and two-way communication. The 7-week course was organized as an online course with automatically assessed exercises. Each week, the students answered a short survey about their learning experience, course difficulty level, and time spent on course activities. They were also asked to answer three open questions about what they had learned, what remains unclear and how would they improve the content. Quantitative and qualitative feedback data were analyzed for all seven weeks. In addition, we analyzed the student performance by observing the final grades obtained from the course. Based on the results, it seems that there is a positive correlation between engagement and final grades. Moreover, dynamically modifying the course on the fly based on continuous feedback seems to be a beneficial mechanism. Surprisingly, the teaching staff did not find it too laborious either. Finally, we provide experiences and suggestions for other educators for utilizing continuous feedback effectively.\\\"\",\"PeriodicalId\":404891,\"journal\":{\"name\":\"Education and New Developments 2022 – Volume 2\",\"volume\":\"3 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-06-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and New Developments 2022 – Volume 2\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36315/2022v2end023\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and New Developments 2022 – Volume 2","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36315/2022v2end023","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
EVALUATION OF CONTINUOUS STUDENT FEEDBACK ON A LARGE COMPUTER SCIENCE COURSE
"In this article, we present a computer science course with 460 participants, where special interest was directed towards student feedback and two-way communication. The 7-week course was organized as an online course with automatically assessed exercises. Each week, the students answered a short survey about their learning experience, course difficulty level, and time spent on course activities. They were also asked to answer three open questions about what they had learned, what remains unclear and how would they improve the content. Quantitative and qualitative feedback data were analyzed for all seven weeks. In addition, we analyzed the student performance by observing the final grades obtained from the course. Based on the results, it seems that there is a positive correlation between engagement and final grades. Moreover, dynamically modifying the course on the fly based on continuous feedback seems to be a beneficial mechanism. Surprisingly, the teaching staff did not find it too laborious either. Finally, we provide experiences and suggestions for other educators for utilizing continuous feedback effectively."
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