Using reflective blogs for pedagogical feedback in CS1

Research output: Chapter in Book/Report/Conference proceedingConference contribution

13 Scopus citations

Abstract

The use of weekly, reflective student blogs can be one method for collecting ongoing feedback about a CS1 course. Reflective blogs permit a continuous feedback loop that can be used for both formative and summative assessment of pedagogical innovations. This paper reports on a two-year qualitative study involving the use of reflective blogging in six sections of two CS1-style courses. Reflective blogs were used as a low stakes, non-intimidating vehicle whereby concerns, requests, and other course-related issues could be voiced by students. The resultant blog posts were used as an assessment and feedback mechanism for a parallel pedagogical transformation of the participating courses. This study demonstrates that reflective student blogs in CS1 can be a useful tool for instructional planning. However, faculty must be careful to avoid reactionary changes which move the course away from predefined learning outcomes.

Original languageEnglish (US)
Title of host publicationSIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education
Pages259-264
Number of pages6
DOIs
StatePublished - Mar 30 2012
Event43rd ACM Technical Symposium on Computer Science Education, SIGCSE'12 - Raleigh, NC, United States
Duration: Feb 29 2012Mar 3 2012

Publication series

NameSIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education

Other

Other43rd ACM Technical Symposium on Computer Science Education, SIGCSE'12
CountryUnited States
CityRaleigh, NC
Period2/29/123/3/12

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

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    Stone, J. A. (2012). Using reflective blogs for pedagogical feedback in CS1. In SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 259-264). (SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education). https://doi.org/10.1145/2157136.2157216