Search results for key=McS2011 : 1 match found.

2011

• @inproceedings{McS2011,
  	vgclass =	{refpap},
  	author =	{McNamara, Robyn A. and Squire, David McG.},
  	title =	{What do they want from us? Computer Science students' expectations of sessional teaching assistants},
  	booktitle =	{Proceedings of the 3rd International Conference on
  	Education and New Learning Technologies (EDULEARN'11)},
  	address =	{Barcelona, Spain},
  	pages =	{4252--4260},
  	month =	{July~4--6},
  	year =	{2011},
  	url =	{https://library.iated.org/view/MCNAMARA2011WHA},
  	abstract =	{At many institutions, a Computer Science student's most
  	important interactions with teaching staff occur in classes led by
  	sessional Teaching Assistants. These staff members can be the student's
  	primary contact with the academic faculty, and are often the most
  	accessible sources of formative feedback to students. As such, they are
  	a vital pedagogical resource. As front-line teaching staff with
  	frequent student contact, Teaching Assistants are generally best
  	positioned to help students over difficulties with course material and
  	advise them on study skills. To date, however, little research has been
  	done on what students expect of their Teaching Assistants and how they
  	make use of this resource. In this study, students undertaking the
  	Bachelor of Computer Science at a large university were interviewed
  	about their perceptions and experiences with sessional teaching staff,
  	and how their interactions in class impacted on their learning.
  	Although the conventional wisdom suggests that students just want to
  	get the answers in theory tutorials and high marks in practical lab
  	sessions, most of the interviewees in this study reported experiences
  	that suggest a much more sophisticated view of learning. Students were
  	much less concerned about the quantity of their marks than had been
  	expected, and much more concerned about the quality of the feedback
  	they received. In discussion-oriented theory classes, students valued
  	social and facilitation skills more highly than domain knowledge.},
  }