Oversight in Action: Experiences with Instructor-Moderated LLM Responses in an Online Discussion Forum
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| Publicat a: | arXiv.org (Dec 12, 2024), p. n/a |
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| Altres autors: | , |
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Cornell University Library, arXiv.org
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| Accés en línia: | Citation/Abstract Full text outside of ProQuest |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3144195904 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2331-8422 | ||
| 035 | |a 3144195904 | ||
| 045 | 0 | |b d20241212 | |
| 100 | 1 | |a Qiao, Shuying | |
| 245 | 1 | |a Oversight in Action: Experiences with Instructor-Moderated LLM Responses in an Online Discussion Forum | |
| 260 | |b Cornell University Library, arXiv.org |c Dec 12, 2024 | ||
| 513 | |a Working Paper | ||
| 520 | 3 | |a The integration of large language models (LLMs) into computing education offers many potential benefits to student learning, and several novel pedagogical approaches have been reported in the literature. However LLMs also present challenges, one of the most commonly cited being that of student over-reliance. This challenge is compounded by the fact that LLMs are always available to provide instant help and solutions to students, which can undermine their ability to independently solve problems and diagnose and resolve errors. Providing instructor oversight of LLM-generated content can mitigate this problem, however it is often not practical in real-time learning contexts. Online class discussion forums, which are widely used in computing education, present an opportunity for exploring instructor oversight because they operate asynchronously. Unlike real-time interactions, the discussion forum format aligns with the expectation that responses may take time, making oversight not only feasible but also pedagogically appropriate. In this practitioner paper, we present the design, deployment, and evaluation of a `bot' module that is controlled by the instructor, and integrated into an online discussion forum. The bot assists the instructor by generating draft responses to student questions, which are reviewed, modified, and approved before release. Key features include the ability to leverage course materials, access archived discussions, and publish responses anonymously to encourage open participation. We report our experiences using this tool in a 12-week second-year software engineering course on object-oriented programming. Instructor feedback confirmed the tool successfully alleviated workload but highlighted a need for improvement in handling complex, context-dependent queries. We report the features that were viewed as most beneficial, and suggest avenues for future exploration. | |
| 653 | |a Computation | ||
| 653 | |a Large language models | ||
| 653 | |a Real time | ||
| 653 | |a Engineering education | ||
| 653 | |a Object oriented programming | ||
| 653 | |a Drafting software | ||
| 653 | |a Teachers | ||
| 700 | 1 | |a Denny, Paul | |
| 700 | 1 | |a Giacaman, Nasser | |
| 773 | 0 | |t arXiv.org |g (Dec 12, 2024), p. n/a | |
| 786 | 0 | |d ProQuest |t Engineering Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3144195904/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://arxiv.org/abs/2412.09048 |