Evaluation of Continuous Student Feedback on a Large Computer Science Course

Abstract

"In this article, we present a computer science course with 460 participants, where special interest was directed towards student feedback and two-way communication. The 7-week course was organized as an online course with automatically assessed exercises. Each week, the students answered a short survey about their learning experience, course difficulty level, and time spent on course activities. They were also asked to answer three open questions about what they had learned, what remains unclear and how would they improve the content. Quantitative and qualitative feedback data were analyzed for all seven weeks. In addition, we analyzed the student performance by observing the final grades obtained from the course. Based on the results, it seems that there is a positive correlation between engagement and final grades. Moreover, dynamically modifying the course on the fly based on continuous feedback seems to be a beneficial mechanism. Surprisingly, the teaching staff did not find it too laborious either. Finally, we provide experiences and suggestions for other educators for utilizing continuous feedback effectively."

Scalable Two-Minute Feedback: Digital, Lecture-Accompanying Survey as a Continuous Feedback Instrument

“…In particular, more engaged students seem to give (and demand) feedback, which is indicated by the higher number of submissions. The positive correlation of feedback and submissions on learning outcome is also seen in other research [14,17]. A significant change in stress over the term (RQ1) can hardly be proven because there is too little feedback (UAS) or the evaluation of individual data (e.g.…”

“…Evaluating many written responses is time-consuming [8], especially when they are collected on paper [4]. Despite the scalability of a digital version for collecting the responses, there are only few studies dealing with purely digital implementations or investigating (continuous) use in mass courses [7,10,17]. Digital versions of the OMP seem to be mainly used in courses with a significant digital component or in fully virtual courses [11,17,18].…”

“…Despite the scalability of a digital version for collecting the responses, there are only few studies dealing with purely digital implementations or investigating (continuous) use in mass courses [7,10,17]. Digital versions of the OMP seem to be mainly used in courses with a significant digital component or in fully virtual courses [11,17,18]. As technology becomes more important in teaching, face-to-face courses are also using digital OMP formats [18].…”

“…OMPs rarely consider students' current situation, such as the workload or perceived stress during the semester. For instance, a study found a correlation between self-rated workload and the received grades [17], but the information is not used within the semester (e.g. to support the students).…”

Research on ideological and political evaluation of computer courses based on AHP-fuzzy comprehensive evaluation

“…Martin(2007) [4] study the ideal computer literacy curriculum content and teaching strategies to meet the needs of students and technological progress. Lee (2023) [5] , Kaila (2022) [6] , Sitaridis (2021) [7] have studied the evaluation of computer courses from different perspectives.…”