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Scaffolding student-generated questions: Design and development of a customizable online learning system

机译：搭建学生提出的问题：设计和开发可定制的在线学习系统

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摘要

Despite the fact that the benefits of student question generation are well documented, most students do not take part in question generation exercises during their formal schooling and are not accustomed to authoring questions. Under the premise that student question generation activities should be better supported in a timely, flexible and logistically feasible fashion, a customizable online learning environment that accentuates various scaffolding techniques has been designed and developed. The framework guiding the development of the system, and its associated designs, are described. To assess the various built-in scaffolds used to support students' learning activities by means of question generation, a study was undertaken to that measured students' perceived usefulness of each mechanism, as well as the effects of the perceived usefulness of the scaffolds on students' attitudes toward question generation learning activities in general. The data collected indicated that, by utilizing computers and network technologies, the developed system provided a supportive learning environment for student's question generation learning activities. Support features not yet included in other similar systems (including access to generic question stems with sample questions, access to model questions, two-way cyclic communication between authors of question and assessors, and the ability to conceal one's real identity by anonymity or nickname, etc.), were confirmed to provide a high level of support. Recommendations for classroom implementations and future studies are offered.
机译：尽管事实证明了学生提问的好处，但大多数学生在正规学校学习期间并不参与问题生成练习，也不习惯编写问题。在应以及时，灵活和后勤可行的方式更好地支持学生问题生成活动的前提下，已设计并开发了可定制的在线学习环境，该环境强调了各种脚手架技术。描述了指导系统开发的框架及其相关设计。为了评估通过问题生成来支持学生学习活动的各种内置支架，我们进行了一项研究，以衡量学生对每种机制的感知有用性，以及感知的有用性对学生的影响一般对问题产生学习活动的态度。收集到的数据表明，开发的系统通过利用计算机和网络技术为学生的问题生成学习活动提供了支持性学习环境。其他类似系统尚未包含的支持功能（包括访问带有示例问题的通用问题主干，访问模型问题，问题作者与评估者之间的双向循环交流以及通过匿名或昵称隐瞒真实身份的能力，等），确认提供了高水平的支持。提供有关课堂实施和未来研究的建议。

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