黑屏的另一面：重新思考协作编程同步远程学习中的交互
The Other Side of Black Screen: Rethinking Interaction in Synchronous Remote Learning for Collaborative Programming
摘要：
协作学习环境（如编程实验室）对于学习经验性实践技能（如批判性思维和解决问题以及同行讨论）至关重要。在传统的实验室环境中，这些技能中的许多都可以通过自然互动（语言，面部）和物理协同定位来练习。然而，在全球大流行期间和之后，这些学习实践不能再在面对面的环境中安全地进行，因此需要重新设想远程学习环境。随着对有效的远程学习实践的讨论不断涌现，迫切需要确定学生和教师在不同学习环境下的独特需求。我们如何设计远程学习来提供广泛的学习，通过绘制人的做法，并将它们与远程学习解决方案的力量相结合？在本案例研究中，我们介绍了在COVID-19大流行之前和期间提供的2个入门编程课程的面对面和在线版本的观察结果。我们的观察揭示了5个主题下的某些用户需求和交互实践，这些主题是学生先前的课程和学术水平经验所独有的。我们发现，目前的在线视频会议平台不能促进同伴之间的协作学习，缺乏学习氛围和学生和教师之间的自发参与。根据我们的研究结果，我们提出了设计建议和干预策略，以改善目前的做法，同步远程学习，可以促进更好的学习环境，特别是入门实验室课程。
英文摘要：
Collaborative learning environments such as programming labs are crucial for learning experiential hands-on skills such as critical thinking and problem solving, and peer discussion. In a traditional laboratory setting, many of these skills can be practiced through natural interaction (verbal, facial) and physical co-location. However, during and after a global pandemic, these learning practices cannot be exercised safely in in-person settings any longer and thus need to be re-imagined for a remote learning environment. As discussions spur about effective remote learning practices, there is an urgency for identifying the unique needs demanded by both students and instructors under different learning environments. How can we design remote learning to offer broadly accessible learning, by drawing in-person practices and combining them with the power of remote learning solutions? In this case study, we present observations of in-person and online versions of 2 introductory programming courses offered before and during the COVID-19 pandemic. Our observations reveal certain user needs and interaction practices under 5 themes that are unique to students' prior experience with the curriculum and academic level. We find that the current online video-conferencing platforms cannot foster collaborative learning among peers, lacks learning ambiance and spontaneous engagement between students and instructors. Based on our findings, we propose design recommendations and intervention strategies to improve current practices in synchronous remote learning that can facilitate a better learning environment, particularly for introductory lab courses.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
