Increasing student engagement in higher education using a context-aware Q&amp;A teaching framework

Knobloch, Jan; Kaltenbach, Jonas; Bruegge, Bernd

doi:10.1145/3183377.3183389

Cited by 13 publications

(7 citation statements)

References 11 publications

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“…The research on the effectiveness of learner support services in an online learning environment confirms the role of various learner support services in promoting student performance and satisfaction. Many studies have analyzed the impact of support services on learning outcomes in terms of course content [17], [18], online forums [20], [21], chatbots [3], [25], [26], and learning strategies [9]- [11]. For example, Thistoll and Yates [23] suggested that helpful tutors and clear learning materials are essential factors for improving student engagement and course completion rates during the learning process in ODE.…”

Section: A Online Learner Supportmentioning

confidence: 99%

How Learner Support Services Affect Student Engagement in Online Learning Environments

Zheng

et al. 2019

IEEE Access

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Learning is challenging, especially in the self-paced online learning environment. Not all the students start online learning with the skills to manage their learning plans, balance work-study, and find learning resources. Therefore, as an online educational institution, providing learner support services are essential to improving learning outcomes and student satisfaction. The existing studies have analyzed the impact of learner support services on student satisfaction, learning outcomes, and course retention. However, the relationship between these services and student engagement in the long-term learning process has not been fully examined. To address this issue, this paper investigates students' usage of two online learner support (OLS) services and their impact on student engagement. We examined four student groups categorized by their usage of two OLS services and analyzed student engagement with an online course using learning log data and visual analytics techniques. The findings indicate that the use of services and how many times the services are used are highly relevant to the pattern and level of student engagement, which suggests that the use of OLS services can be added to the indicators that reflect student learning status.

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Section: A Online Learner Supportmentioning

confidence: 99%

How Learner Support Services Affect Student Engagement in Online Learning Environments

Zheng

et al. 2019

IEEE Access

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“…In this context, the literature demonstrates that one of the most complex tasks is the teaching of a syllabus that involves abstraction on the part of students, namely in RE and programming [18].…”

Section: Difficulties In Learning In Software Engineeringmentioning

confidence: 99%

“…Modeling is a complex abstraction task that includes interaction and discussion. Generally, iterations are necessary to obtain models that satisfy the requirements, requiring "discussions" between students and between students and teachers until the desired solution is reached [18]. For Berre et al [23] the problems in RE are: (1) students have a very limited notion of the utility of modeling since the models are abstract; (2) the models are intangible compared to the coding that gives students immediate feedback on their work; (3) many job interviews require students to have strong programming skills, with less emphasis on modeling techniques, which discourages students from learning to model.…”

Section: Difficulties In Learning In Software Engineeringmentioning

confidence: 99%

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Improving Student Engagement With Project-Based Learning: A Case Study in Software Engineering

Morais

Ferreira

Veloso

2021

IEEE R. Iberoamericana Tecnologias Aprendizaje

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In the area of Information and Communication Technologies, in addition to the problem of engagement, students often have difficulties in learning subjects related to modeling and programming. The reasons for these difficulties are well known and described in the literature, pointing to difficulties in abstraction and logic thinking. Knowing that the value of flexible and personalized learning, teachers are changing the way they teach, using different active learning methodologies, such as flipped classroom, project-based learning, and peer instruction. This paper describes an experiment conducted to improve the learning experiences of the students enrolled in the Computer Science bachelor's degree course, attending three curricular units: Information Systems Development, Data Structures, and Web Languages and Technologies. The approach followed by the teachers used project-based learning as an active learning methodology. This methodology allows us to achieve four main objectives: (i) improve student engagement; (ii) improve learning outcomes achievement (iii) increase the course success rate and (iv) allow students to experience the need for the software development lifecycle, feeling that software engineering is not a block-based process but depending on previous activity, often leads to the need to go back in the process. The results obtained with the use of the active methodology were well accepted by the students and allowed both teachers and students to reach the objectives set.

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“…Extensive research has shown that active learning strategies are more effective than traditional lectures for promoting a wide range of desirable educational outcomes, including greater student learning and better retention in undergraduate science, technology, engineering, and mathematics (STEM) courses [16], [19], [20]. These strategies strongly link to modeling teaching, as they enable students to (a) elaborate multiple solutions to a given problem [21], [22]; (b) improve teamwork skills [22], [23]; (c) improve the oral and written communication skills used to model the diagrams [22], [23]. However, a few papers describe the use of these strategies in the teaching of software modeling.…”

Section: Introductionmentioning

confidence: 99%

Students’ and Instructors’ Perceptions of Five Different Active Learning Strategies Used to Teach Software Modeling

2019

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Unified modeling language (UML) is a modeling standard in the software industry. However, students face difficulties when learning how to model complete and correct UML diagrams, in part because the traditional teacher-centered approach still dominates in computer science. In an attempt to bridge this gap, and to improve the effectiveness of teaching and learning in computing courses, educators use strategies that encourage students' active participation in the learning process. The goal of this paper is to understand how active learning strategies influence the teaching and learning process of UML diagrams. We performed four case studies in undergraduate courses at two universities. We collected: (a) students' perceptions of each strategy through questionnaires and focus group sessions; and (b) instructors' perceptions of the challenges faced in using such strategies through semi-structured interviews. We found fifteen factors that influence the active learning of UML diagrams. Whereas the literature shows that students often positively respond to active learning strategies, our results show that some students have had negative responses to the new strategies. Additionally, we identified four challenges that instructors may face when employing active learning strategies. The contributions of this paper include: factors perceived by students about how active learning strategies influence the learning of UML diagrams, the challenges and difficulties faced by instructors in applying these strategies, and suggestions on how to circumvent challenges noted by instructors.

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Increasing student engagement in higher education using a context-aware Q&A teaching framework

Cited by 13 publications

References 11 publications

How Learner Support Services Affect Student Engagement in Online Learning Environments

How Learner Support Services Affect Student Engagement in Online Learning Environments

Improving Student Engagement With Project-Based Learning: A Case Study in Software Engineering

Students’ and Instructors’ Perceptions of Five Different Active Learning Strategies Used to Teach Software Modeling

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