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Study to minimize learning progress differences in software learning class using PLITAZ system

机译：使用PLITAZ系统进行研究以最大程度地减少软件学习课程中的学习进度差异

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This study developed a system using two-phased strategies called “Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone” (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher’s lecture time, students were encouraged to anonymously express their desire to pause the lecture, or to take a short break, in order to catch up with a teacher’s lecture. A simple proportion of one-third of the class was found to be a suitable pause-lecture threshold to prevent learning progress differences from becoming too great as well as to provide enough peer tutorial resources. During students’ practice time, an instant tutor-tutee match strategy extended tutorial resources, which took 60% workload from the teacher. Meanwhile, the attention zone (AZ) strategy helped the teacher to identify students with low levels of learning progress, as AZ students who needed more attention. It was found that AZ student numbers had a negative relation to overall learning achievement. Furthermore, 49% of the identified AZ students who received PLITAZ strategies experienced improved learning progress over identified non-AZ students. Overall learning progress differences were significantly minimized with the Instant Tutor-Tutee Match and Attention Zone strategies.
机译：这项研究开发了一种使用两阶段策略的系统，该策略称为“暂停演讲，即时导师与学员的比赛以及关注区”（PLITAZ）。该系统用于帮助解决学习挑战，并最大程度地减少软件学习课程中学习进度的差异。在老师的授课期间，鼓励学生匿名表达自己的意愿，以中止跟进或休息片刻，以赶上老师的授课。发现只有三分之一的班级比例是合适的停课阈值，以防止学习进度差异变得太大并提供足够的对等教程资源。在学生练习期间，即时导师与学生的比赛策略扩展了教程资源，这节省了老师60％的工作量。同时，关注区（AZ）策略帮助教师识别学习进度较低的学生，因为AZ学生需要更多关注。发现AZ学生人数与整体学习成绩负相关。此外，接受PLITAZ策略的已确定AZ学生中有49％的学习进度优于已确定的非AZ学生。即时导师-学员匹配和关注区策略使总体学习进度差异显着最小化。

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