Rubyric

Auvinen, Tapio; Karavirta, Ville; Ahoniemi, Tuukka

doi:10.1145/1595496.1563019

Cited by 3 publications

References 1 publication

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How to Help to Ask for Help? Help Request Prompt Structure Influence on Help Request Quantity and Course Retention

Sarsa

Pettersson

Hellas

2022

2022 IEEE Frontiers in Education Conference (FIE)

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Full research paper-Feedback and support are at the core of efficient learning. While the effect of feedback has been explored in a multitude of studies, the effect of asking for help and the effect of how that help is asked for is an under-explored area. In this work, we present the results of a randomized controlled trial organized in an introductory programming course for lifelong learners. In the study, we explored the usefulness of different types of help prompts used to guide learners asking for help. Gauging the effect of different combinations of three prompts used to scaffold writing out the help request, (1) "Describe the issue with your program", (2) "Explain how your program works", and (3) "What have you tried to do to resolve the issue", we study how prompts influence learners' behavior. Using log data collected from the online platform where the prompts were explored, we study how the prompts affect whether learners end up sending a help request instead of simply considering to send one, how the scaffolding prompts affect whether learners send further help requests, and whether the questions have an effect on course retention. Our results show that the help request prompts have an impact on whether learners end up actually writing a help request, which in turn also influences whether the learner will ask for help on another occasion. Further, we observe that help request prompts may have an effect on whether learners figure out a solution to a problem on their own. Alarmingly, we also observe that the prompts can affect how far learners go in a course. Based on our results, we advise teachers and researchers to pay attention to how learners are guided into asking for help.

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How to Help to Ask for Help? Help Request Prompt Structure Influence on Help Request Quantity and Course Retention

Sarsa

Pettersson

Hellas

2022

2022 IEEE Frontiers in Education Conference (FIE)

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Evaluating CodeClusters for Effectively Providing Feedback on Code Submissions

Koivisto

Hellas

2022

2022 IEEE Frontiers in Education Conference (FIE)

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Full research paper-Most introductory programming courses rely on the use of automated assessment for grading programming assignments. While such systems save teachers' time by eliminating manual grading, the submissions may not be reviewed by the teachers at all, losing valuable insight into how students solve the assignments. In this paper, we introduce CodeClusters which provides teachers' a quick overview of general patterns in code submissions. The main features of the system are full-text search and N-gram -based similarity detection model that can cluster and subset the code by various aspects such as AST similarity or software also has It has also an interface for streamlining the writing of feedback to multiple submissions at once. CodeClusters has been primarily designed to be used jointly with automated assessment systems where automated tests would assess the functionality of the code, and CodeClusters would be used for gaining a higherlevel view of programming patterns and for writing feedback to students. CodeClusters was evaluated in a think-aloud study with university lecturers responsible for programming courses at two research-first universities. The lecturers were pleased by the possibility of providing better feedback to students quickly, saw it could improve the quality of their courses over solely automated assessment, and expressed interest in using CodeClusters in their own courses.

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Teaching programming by emphasizing self-direction

Isomöttönen

Tirronen

2013

ACM Trans. Comput. Educ.

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Lecturing is known to be a controversial form of teaching. With massed classrooms, in particular, it tends to constrain the active participation of students. One of the remedies applied to programming education is to use technology that can vitalize interaction in the classroom, while another is to base teaching increasingly on programming activities. In this article, we present the first results of an exploratory study, in which we teach programming without lectures, exams, or grades, by heavily emphasizing programming activity, and, in a pedagogical sense, student self-direction. This article investigates how students reacted to the active role required of them and what issues emerged in this setting where self-direction was required. The results indicate three issues that should be taken into account when designing a student-driven course: the challenge of supporting students' theoretical synthesis of the topics to be learned, the individual's opportunities for self-direction in a group work setting, and mismatch between individual learning processes and academic course scheduling. ACM Reference Format:Isomöttönen, V. and Tirronen, V. 2013. Teaching programming by emphasizing self-direction: How did students react to the active role required of them? ACM Trans. Comput.

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Rubyric

Cited by 3 publications

References 1 publication

How to Help to Ask for Help? Help Request Prompt Structure Influence on Help Request Quantity and Course Retention

How to Help to Ask for Help? Help Request Prompt Structure Influence on Help Request Quantity and Course Retention

Evaluating CodeClusters for Effectively Providing Feedback on Code Submissions

Teaching programming by emphasizing self-direction

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