Two short papers accepted to Learning @ Scale 2019

Two short papers I co-authored have been accepted for presentation at Learning @ Scale 2019.

The first, “Peer Advising at Scale: Content and Context of a Learner-Owned Course Evaluation System”, looks at the contents of OMSCentral.com to better understand the types of advice students give to one another through the platform. The paper is co-authored by Alex Duncan.

The second, “Synchronous at Scale: Investigation and Implementation of a Semi-Synchronous Online Lecture Platform”, describes a platform to allow students to co-watch pre-recorded lectures together in order to reintroduce some peripheral community to the experience. The paper is co-authored by Denise Kutnick.

The papers will be presented at the conference in Chicago on June 24 and 25, 2019.

Book chapter published in MIT Press Blended Learning volume

Partnering with MIT Press, several Georgia Tech professors and teachers have written a volume of papers about different experiments in blended learning titled Blended Learning in Practice. As part of the book, I wrote a chapter titled “Building Purposeful Online Learning: Outcomes from Blending CS1”. The chapter looks at the design of online CS1 class through a blended learning lens, focusing on the role of on-campus support structures for students in an otherwise-online class.

For more information about the article, see its dedicated page.

Full paper accepted to 2019 ACM Learning @ Scale conference

A paper I co-authored with Charles Isbell has been paper accepted to the 2019 Learning @ Scale conference. The paper, titled “Master’s at Scale: Five Years in a Scalable Online Graduate Degree”, looks at the enrollment and demographic trends over the first several years of the OMSCS program. I’ll present the the paper at the Learning @ Scale conference on June 24 and 25 in Chicago.

The abstract and paper are available here.

From Clusters to Content: Using Code Clustering for Course Improvement

Joyner, D. A., Arrison, R., Ruksana, M., Salguero, E., Wang, Z., Wellington, B., & Yin, K. (2019). From Clusters to Content: Using Code Clustering for Course Improvement. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE). Minneapolis, Minnesota, USA. ACM Press.

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Collaboration versus Cheating: Reducing Code Plagiarism in an Online MS Computer Science Program

Mason, T., Gavrilovska, A., & Joyner, D. A. (2019). Collaboration versus Cheating: Reducing Code Plagiarism in an Online MS Computer Science Program. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE). Minneapolis, Minnesota, USA. ACM Press.

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Two full papers accepted for ACM CompEd 2019

Two of our papers have been accepted for the inaugural ACM Global Computing Education conference, to be held in May in Chengdu, Sichuan, China.

The first paper, “Five Years of Graduate CS Education Online and at Scale“, is co-authored with Charles Isbell, Thad Starner, and Ashok Goel. The paper shares the history of the OMSCS program teleologically divided into three phases: creation, experimentation, and normalization. The paper then describes the ways in which CS faculty and students contributed to its success by being able to build the things the program needed to succeed.

The second paper, “Replicating and Unraveling Performance and Behavioral Differences between an Online and a Traditional CS Course“, is co-authored with Melinda McDaniel. The paper attempts to replicates the results of our previous paper, Toward CS1 at Scale: Building and Testing a MOOC-for-Credit Candidate, and delves deeper into the mechanisms that give rise to its findings.

For the abstract and full paper, see the linked pages above.

Two full papers accepted to ACM CompEd 2019

Today, we were notified that we had two papers accepted to the ACM’s new computer education conference CompEd for 2019, located in Chengdu, China. The two papers are:

  • “Five Years of Graduate CS Education Online and at Scale”, by myself, Charles Isbell, Thad Starner, and Ashok Goel. The paper looks at the OMSCS program, with a special focus on how the computer science subject matter uniquely intersects with the program’s scale.
  • “Replicating and Unraveling Performance and Behavioral Differences between an Online and a Traditional CS Course”, by myself and Melinda McDaniel. The paper looks at Georgia Tech’s CS1301 and compares students’ performance, attitudes, and motivations between online and in-person versions.

To see the abstracts for these papers, keep reading after the jump.

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