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教員活動データベース

Utilizing Programming Education Support Tool pgtracer in an Actual Programming Course

発表形態:
原著論文
主要業績:
その他
単著・共著:
共著
発表年月:
2017年07月
DOI:
会議属性:
国際会議(国内開催を含む)
査読:
有り
リンク情報:
LTLE 2017

日本語フィールド

著者:
Tetsuro Kakeshita, Miyuki Murata
題名:
Utilizing Programming Education Support Tool pgtracer in an Actual Programming Course
発表情報:
6th International Conference on Learning Technologies and Learning Environment (LTLE 2017) ページ: 6 pages
キーワード:
Learning Analytics (LA); computer programing education; e-learning; Moodle; fill-in-the-blank question
概要:
抄録:
We developed a programming education support tool pgtracer. Pgtracer provides fill-in-the-blank questions to the students and collects student log to analyze student’s learning process and understanding level. In this paper, we report our experience to utilize pgtracer at an actual programming course as homework assignment. We develop fill-in-the-blank questions corresponding to the course syllabus at each week. Student activities on pgtracer are analyzed to develop questions for the succeeding weeks. We also provide data to the instructor about the activities and achievement of the students for better collaboration between lecture and homework. We received positive feedbacks from both of the teacher interview and student survey about the usefulness of pgtracer as programming education support tool.

英語フィールド

Author:
Tetsuro Kakeshita, Miyuki Murata
Title:
Utilizing Programming Education Support Tool pgtracer in an Actual Programming Course
Announcement information:
6th International Conference on Learning Technologies and Learning Environment (LTLE 2017) Page: 6 pages
Keyword:
Learning Analytics (LA); computer programing education; e-learning; Moodle; fill-in-the-blank question
An abstract:
We developed a programming education support tool pgtracer. Pgtracer provides fill-in-the-blank questions to the students and collects student log to analyze student’s learning process and understanding level. In this paper, we report our experience to utilize pgtracer at an actual programming course as homework assignment. We develop fill-in-the-blank questions corresponding to the course syllabus at each week. Student activities on pgtracer are analyzed to develop questions for the succeeding weeks. We also provide data to the instructor about the activities and achievement of the students for better collaboration between lecture and homework. We received positive feedbacks from both of the teacher interview and student survey about the usefulness of pgtracer as programming education support tool.


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