使用R、RStudio和Learnr向生物学专业的学生教授数据科学:三年数据分析

IF 1.7 Q2 MATHEMATICS, APPLIED
G. Engels, P. Grosjean, Frédérique Artus
{"title":"使用R、RStudio和Learnr向生物学专业的学生教授数据科学:三年数据分析","authors":"G. Engels, P. Grosjean, Frédérique Artus","doi":"10.3934/fods.2022022","DOIUrl":null,"url":null,"abstract":"We examine the impact of implementing active pedagogical methodologies in three successive data science courses for a biology curriculum at the University of Mons, Belgium. Blended learning and flipped classroom approaches were adopted, with an emphasis on project-based biological data analysis. Four successive types of exercises of increasing difficulties were proposed to the students. Tutorials written with the R package learnr were identified as a critical step to transition between theory and the application of the concepts. The cognitive workload needed to complete the learnr tutorials was measured for the three courses and it was only lower for the last course, suggesting students needed a long time to get used to their software environment (R, RStudio and git). Data relative to students' activity, collected primarily from the ongoing assessment, were also used to establish student profiles according to their learning strategies. Several suboptimal strategies were observed and discussed. Finally, the timing of students contributions, and the intensity of teacher-learner interactions related to these contributions were analyzed before, during and after the mandatory distance learning due to the COVID-19 lockdown. A lag phase was visible at the beginning of the first lockdown, but the students' work was not markedly affected during the second lockdown period which lasted much longer.","PeriodicalId":73054,"journal":{"name":"Foundations of data science (Springfield, Mo.)","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching data science to students in biology using R, RStudio and Learnr: Analysis of three years data\",\"authors\":\"G. Engels, P. Grosjean, Frédérique Artus\",\"doi\":\"10.3934/fods.2022022\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We examine the impact of implementing active pedagogical methodologies in three successive data science courses for a biology curriculum at the University of Mons, Belgium. Blended learning and flipped classroom approaches were adopted, with an emphasis on project-based biological data analysis. Four successive types of exercises of increasing difficulties were proposed to the students. Tutorials written with the R package learnr were identified as a critical step to transition between theory and the application of the concepts. The cognitive workload needed to complete the learnr tutorials was measured for the three courses and it was only lower for the last course, suggesting students needed a long time to get used to their software environment (R, RStudio and git). Data relative to students' activity, collected primarily from the ongoing assessment, were also used to establish student profiles according to their learning strategies. Several suboptimal strategies were observed and discussed. Finally, the timing of students contributions, and the intensity of teacher-learner interactions related to these contributions were analyzed before, during and after the mandatory distance learning due to the COVID-19 lockdown. A lag phase was visible at the beginning of the first lockdown, but the students' work was not markedly affected during the second lockdown period which lasted much longer.\",\"PeriodicalId\":73054,\"journal\":{\"name\":\"Foundations of data science (Springfield, Mo.)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Foundations of data science (Springfield, Mo.)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3934/fods.2022022\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"MATHEMATICS, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Foundations of data science (Springfield, Mo.)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3934/fods.2022022","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MATHEMATICS, APPLIED","Score":null,"Total":0}
引用次数: 0

摘要

我们研究了在比利时蒙斯大学生物学课程的三门连续数据科学课程中实施积极教学方法的影响。采用混合学习和翻转课堂的方法,重点是基于项目的生物数据分析。向学生们提出了四种难度逐渐增加的连续练习。使用R包learnr编写的教程被认为是理论和概念应用之间过渡的关键步骤。我们测量了这三门课程完成学习者教程所需的认知工作量,只有最后一门课程的认知工作量更低,这表明学生需要很长时间来适应他们的软件环境(R, RStudio和git)。主要从正在进行的评估中收集的与学生活动有关的数据也用于根据学生的学习策略建立学生档案。观察并讨论了几种次优策略。最后,分析了由于COVID-19封锁导致的强制性远程学习之前、期间和之后,学生贡献的时间以及与这些贡献相关的师生互动的强度。在第一次封锁开始时,可以看到滞后阶段,但在持续时间更长的第二次封锁期间,学生的工作没有受到明显影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching data science to students in biology using R, RStudio and Learnr: Analysis of three years data
We examine the impact of implementing active pedagogical methodologies in three successive data science courses for a biology curriculum at the University of Mons, Belgium. Blended learning and flipped classroom approaches were adopted, with an emphasis on project-based biological data analysis. Four successive types of exercises of increasing difficulties were proposed to the students. Tutorials written with the R package learnr were identified as a critical step to transition between theory and the application of the concepts. The cognitive workload needed to complete the learnr tutorials was measured for the three courses and it was only lower for the last course, suggesting students needed a long time to get used to their software environment (R, RStudio and git). Data relative to students' activity, collected primarily from the ongoing assessment, were also used to establish student profiles according to their learning strategies. Several suboptimal strategies were observed and discussed. Finally, the timing of students contributions, and the intensity of teacher-learner interactions related to these contributions were analyzed before, during and after the mandatory distance learning due to the COVID-19 lockdown. A lag phase was visible at the beginning of the first lockdown, but the students' work was not markedly affected during the second lockdown period which lasted much longer.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.30
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信