自动反馈能提高教师对学生想法的吸收吗?大规模在线课程中随机对照试验的证据

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dorottya Demszky, Jing Liu, H. Hill, Dan Jurafsky, C. Piech
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引用次数: 15

摘要

向教师提供一致的、个性化的反馈对于改善教学至关重要,但在大多数教育环境中,这可能是令人望而却步的资源密集型。我们开发了M-Powering Teachers,这是一种基于自然语言处理的自动化工具,可以向教师反馈他们对学生贡献的理解,这是种高杠杆的对话教学实践,让学生感到被倾听。我们在一门在线计算机科学课程中进行了一项随机对照试验(N=1136名教师),以评估我们的工具的有效性。我们发现,M-Powering教师将教师对学生贡献的接受率提高了13%,并提供了提示性证据,表明它也提高了学生对课程和作业完成的满意度。这些结果表明,M-Powering教师有望补充教师专业发展方面的现有努力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course
Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource-intensive in most educational contexts. We develop M-Powering Teachers, an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage dialogic teaching practice that makes students feel heard. We conduct a randomized controlled trial in an online computer science course (N = 1,136 instructors), to evaluate the effectiveness of our tool. We find that M-Powering Teachers improves instructors’ uptake of student contributions by 13% and present suggestive evidence that it also improves students’ satisfaction with the course and assignment completion. These results demonstrate the promise of M-Powering Teachers to complement existing efforts in teachers’ professional development.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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