@article {2019:askalot,
	title = {Employing community question answering for online discussions in university courses: Students{\textquoteright} perspective},
	journal = {Computers \& Education},
	volume = {135},
	year = {2019},
	month = {July},
	pages = {75-90},
	abstract = {In university courses as well as in MOOCs, Community Question Answering (CQA) systems have been recently recognized as a promising alternative to standard discussion forums for mediating online discussions. Despite emerging research on educational CQA systems, a study investigating when and how to use these systems to support university education is still missing. We stress that such a study should effectively take into account students{\textquoteright} perceptions of CQA systems rather than relying solely on an analysis of their effective usage based on data available in system logs. This paper therefore systematically analyzes perspective of 182 computer science students from three universities located in three different countries on concept of educational CQA systems. Students{\textquoteright} opinions were collected using a questionnaire that was designed to assess conceptual issues of using CQA systems in university education, their core features as well as particular implementation of our CQA system Askalot. The analysis of collected responses based on non-parametric statistical tests revealed that there are various significant differences in the perception of CQA systems between different types of students (e.g. passive and active) and in different deployment settings (e.g. when using CQA in a small number of 1{\textendash}3 courses during one academic year or in 50 courses for 5 years). The obtained findings supported by content and usage analysis finally resulted into the summary of 12 main characteristics of CQA systems which describe their suitability for mediating online discussions in different deployment settings and for different types of students.},
	keywords = {askalot, Community question answering, Computer-mediated communication, Learning communities, Qualitative study, SCOPES},
	doi = {https://doi.org/10.1016/j.compedu.2019.02.017},
	url = {https://authors.elsevier.com/a/1YioE1HucdHyDo},
	author = {Ivan Srba and Milos Savic and Maria Bielikova and Mirjana Ivanovic and Cesare Pautasso}
}
@inproceedings {2017:asq:pale,
	title = {Experiences Using an Interactive Presentation Platform in a Functional and Logic Programming Course.},
	year = {2017},
	month = {July},
	publisher = {ACM},
	address = {Bratislava, Slovakia},
	abstract = {Modern constructivist approaches to education dictate active experimentation with the study material and have been linked with improved learning outcomes in STEM fields. During classroom time we believe it is important for students to experiment with the lecture material since active recall helps them to start the memory encoding process as well as to catch misconceptions early and to prevent them from taking root. In this paper, we report on our experiences using ASQ, a Web-based interactive presentation tool in a functional and logic programming course taught at the Faculty of Informatics and Information Technologies at the Slovak University of Technology in Bratislava. ASQ allowed us to collect immediate feedback from students and retain their attention by asking complex types of questions and aggregating student answers in real time. From our experience we identified several requirements and guidelines for successfully adopting ASQ. One of the most critical concerns was how to estimate the time when to stop collecting the students{\textquoteright} answers and proceed to their evaluation and discussion with the class. We also report the students{\textquoteright} feedback on the ASQ system that we collected in the form of the standard SUS questionnaire. 
},
	keywords = {ASQ},
	author = {Vasileios Triglianos and Martin Labaj and Robert Moro and Jakub Simko and Michal Hucko and Jozef Tvarozek and Cesare Pautasso and Maria Bielikova}
}
