In this thesis, I report on findings from early adoption of the OpenDSA system. I describe how OpenDSA's design addresses obstacles in the use of AV systems. I identify a wide variety of use for OpenDSA in the classroom. I found that instructors used OpenDSA exercises as graded assignments in all the courses where it was used. Some instructors assigned an OpenDSA assignment before lectures and started spending more time teaching higher-level concepts. OpenDSA also supported implementing a “flipped classroom” by some instructors. I found that students are enthusiastic about OpenDSA and voluntarily used the AVs embedded within OpenDSA. Students found OpenDSA beneficial and expressed a preference for a class format that included using OpenDSA as part of the assigned graded work. The relationship between OpenDSA and students' performance was inconclusive, but I found that students with higher grades tend to complete more exercises. (Abstract shortened by ProQuest.)
|Advisor:||Shaffer, Clifford A.|
|School:||Virginia Polytechnic Institute and State University|
|Department:||Computer Science and Applications|
|School Location:||United States -- Virginia|
|Source:||DAI-B 78/09(E), Dissertation Abstracts International|
|Keywords:||Automated assessment, Computer science education, Data analytics, Learning technology, Student evaluation, eTextbooks|
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