论文标题
在线团队合作如何改变编程课程中的学生沟通模式？
How does online teamwork change student communication patterns in programming courses?
论文作者
论文摘要
在线教学已成为一个新的现实，因为Covid-19大流行引发了有关其学习成果的许多问题。最近的研究表明，同伴沟通对在线教学的学习成果产生积极影响。但是，尚不清楚协作编程任务如何改变学习过程中的同行交流模式。在这项研究中，我们比较了MOOC中的沟通模式，在MOOC中，同伴沟通受到限制的沟通方式与学生参与在线同伴教学的混合课程的沟通方式。我们使用了包括自动文本分析和社区提取的混合方法方法，并进行了进一步的定性分析。结果表明，学生更喜欢在同龄人而不是老师的编程方面寻求帮助。团队分配有助于支持这种习惯。学生们彼此之间进行了更积极，更激烈的沟通，而只有团队负责人与减少教师超负荷的教练进行了沟通。正如先前关于MOOC的研究所示，这种转变可以解释同伴沟通如何改善学习成果。
Online teaching has become a new reality due to the COVID-19 pandemic raising a lot of questions about its learning outcomes. Recent studies have shown that peer communication positively affects learning outcomes of online teaching. However, it is not clear how collaborative programming tasks change peer communication patterns in the learning process. In this study, we compare communication patterns in MOOCs where peer communication is limited with those of a blended course in which students are involved in online peer instruction. We used a mixed-method approach comprising automated text analysis and community extraction with further qualitative analysis. The results show that students prefer to seek help in programming from peers and not the teacher. Team assignment helped to support this habit. Students communicated more positively and intensively with each other, while only team leaders communicated with the instructor reducing teacher overload. This shift could explain how peer communication improves learning outcomes, as has been shown in previous studies on MOOCs.
