Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

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dc.contributor.author Fuente Valentín, Luis de la
dc.contributor.author Pardo Sánchez, Abelardo
dc.contributor.author Delgado Kloos, Carlos
dc.date.accessioned 2014-07-10T07:46:47Z
dc.date.available 2014-07-10T07:46:47Z
dc.date.issued 2013-02
dc.identifier.bibliographicCitation Computers & Education, (2013), 61, 33-42.
dc.identifier.issn 0360-1315
dc.identifier.uri http://hdl.handle.net/10016/19101
dc.description.abstract The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the teaching staff to deploy measures to enforce a pattern of continuous work without significantly increasing the required management tasks. A significant reduction of this workload can be achieved with the automation of time consuming tasks such as the delivery of activities or submission grading. This paper presents a case of study where a technology based orchestration of learning scripts was applied in a large enrollment course to promote student sustained effort through the course and keep the workload on teaching staff within reasonable margins. The orchestration system, based on IMS Learning Design and Generic Service Integration, automatically evaluated the student submissions and gradually unlocked the following activities depending on the received results. Such system was used during a semester supporting 425 students and 8 instructors. The analysis of the case of study followed a mixed method based on qualitative and quantitative data, and revealed a significant reduction of the orchestration workload on the teaching staff, allowing the strategy of continuous work to be applied in a course with high enrollment. Additionally, the application of these techniques show statistically significant differences in the drop out rate with respect to previous editions of the course.
dc.description.sponsorship Work partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01” and the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project (S2009/TIC-1650).
dc.format.extent 10
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Elsevier
dc.rights © 2012 Elsevier Ltd.
dc.subject.other Sustained effort
dc.subject.other Automatic grading
dc.subject.other IMS Learning Design
dc.subject.other Programming
dc.subject.other Project based learning
dc.title Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system
dc.type article
dc.relation.publisherversion http://dx.doi.org/10.1016/j.compedu.2012.09.004
dc.subject.eciencia Telecomunicaciones
dc.identifier.doi 10.1016/j.compedu.2012.09.004
dc.rights.accessRights openAccess
dc.relation.projectID Comunidad de Madrid. S2009/TIC-1650/E-MADRID
dc.type.version acceptedVersion
dc.identifier.publicationfirstpage 33
dc.identifier.publicationlastpage 42
dc.identifier.publicationtitle Computers and Education
dc.identifier.publicationvolume 61
dc.identifier.uxxi AR/0000012779
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