Effects of Response-Driven Feedback in Computer Science Learning

Autor/inn/en	Fernandez Aleman, J. L.; Palmer-Brown, D.; Jayne, C.
Titel	Effects of Response-Driven Feedback in Computer Science Learning
Quelle	In: IEEE Transactions on Education, 54 (2011) 3, S.501-508 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2010.2087761
Schlagwörter	Foreign Countries; Learning Processes; Computer Assisted Instruction; Electronic Learning; Feedback (Response); Knowledge Level; Programming; Multiple Choice Tests; Formative Evaluation; Student Evaluation; Data Analysis; Introductory Courses; Computer Software; Models; Classification; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Wissensbasis; Programmierung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulnote; Studentische Bewertung; Auswertung; Einführungskurs; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem
Abstract	This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the feedback is effective in addressing the level of knowledge of the individual and guiding him/her toward a greater understanding of particular concepts. In contrast, there is no evidence that learning required in programming problems, where students develop higher-level thinking according to Bloom's taxonomy, was exercised by using MCQs. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10