TY - GEN
T1 - Using reflective blogs for pedagogical feedback in CS1
AU - Stone, Jeffrey A.
PY - 2012
Y1 - 2012
N2 - The use of weekly, reflective student blogs can be one method for collecting ongoing feedback about a CS1 course. Reflective blogs permit a continuous feedback loop that can be used for both formative and summative assessment of pedagogical innovations. This paper reports on a two-year qualitative study involving the use of reflective blogging in six sections of two CS1-style courses. Reflective blogs were used as a low stakes, non-intimidating vehicle whereby concerns, requests, and other course-related issues could be voiced by students. The resultant blog posts were used as an assessment and feedback mechanism for a parallel pedagogical transformation of the participating courses. This study demonstrates that reflective student blogs in CS1 can be a useful tool for instructional planning. However, faculty must be careful to avoid reactionary changes which move the course away from predefined learning outcomes.
AB - The use of weekly, reflective student blogs can be one method for collecting ongoing feedback about a CS1 course. Reflective blogs permit a continuous feedback loop that can be used for both formative and summative assessment of pedagogical innovations. This paper reports on a two-year qualitative study involving the use of reflective blogging in six sections of two CS1-style courses. Reflective blogs were used as a low stakes, non-intimidating vehicle whereby concerns, requests, and other course-related issues could be voiced by students. The resultant blog posts were used as an assessment and feedback mechanism for a parallel pedagogical transformation of the participating courses. This study demonstrates that reflective student blogs in CS1 can be a useful tool for instructional planning. However, faculty must be careful to avoid reactionary changes which move the course away from predefined learning outcomes.
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U2 - 10.1145/2157136.2157216
DO - 10.1145/2157136.2157216
M3 - Conference contribution
AN - SCOPUS:84858960815
SN - 9781450310987
T3 - SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education
SP - 259
EP - 264
BT - SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education
T2 - 43rd ACM Technical Symposium on Computer Science Education, SIGCSE'12
Y2 - 29 February 2012 through 3 March 2012
ER -