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2020 – today
- 2023
[c14]Zhewei Hu, Edward F. Gehringer
:
Bot With Interactions: Improving GitHub Pull-Request Feedback Through Two-Way Communication. BotSE 2023: 28-32
2010 – 2019
- 2019
- [c13]Zhewei Hu, Edward F. Gehringer:
Improving Feedback on GitHub Pull Requests: A Bots Approach. FIE 2019: 1-9 - [c12]Zhewei Hu, Yang Song, Edward F. Gehringer:
A Test-Driven Approach to Improving Student Contributions to Open-Source Projects. FIE 2019: 1-9 - [c11]Zhewei Hu, Edward F. Gehringer:
Use Bots to Improve GitHub Pull-Request Feedback. SIGCSE 2019: 1262-1263 - 2018
- [c10]Zhewei Hu, Yang Song, Edward F. Gehringer:
Open-source software in class: students' common mistakes. ICSE (SEET) 2018: 40-48 - [c9]Shoaib Akbar, Edward F. Gehringer, Zhewei Hu:
Improving formation of student teams: a clustering approach. ICSE (Companion Volume) 2018: 147-148 - 2017
- [c8]Yang Song, Zhewei Hu, Edward F. Gehringer:
Collusion in educational peer assessment: How much do we need to worry about it? FIE 2017: 1-8 - 2016
- [c7]Zhewei Hu, Yang Song, Edward F. Gehringer:
The Role of Initial Input in Reputation Systems to Generate Accurate Aggregated Grades from Peer Assessment. EDM (Workshops) 2016 - [c6]Yang Song, Zhewei Hu, Edward F. Gehringer:
Who Took Peer Review Seriously: Another Perspective on Student-Generated Quizzes. EDM (Workshops) 2016 - [c5]Yang Song, Zhewei Hu, Edward F. Gehringer, Julia Morris, Jennifer Kidd, Stacie Ringleb:
Toward Better Training in Peer Assessment: Does Calibration Help? EDM (Workshops) 2016 - [c4]Edward F. Gehringer, Zhewei Hu, Yang Song:
Five years of extra credit in a studio-based course: An effort to incentivize socially useful behavior. FIE 2016: 1-6 - [c3]Yang Song, Zhewei Hu, Yifan Guo, Edward F. Gehringer:
An experiment with separate formative and summative rubrics in educational peer assessment. FIE 2016: 1-7 - 2015
- [c2]Yang Song, Zhewei Hu, Edward F. Gehringer:
Pluggable reputation systems for peer review: A web-service approach. FIE 2015: 1-5 - [c1]Yang Song, Zhewei Hu, Edward F. Gehringer:
Closing the Circle: Use of Students' Responses for Peer-Assessment Rubric Improvement. ICWL 2015: 27-36
Coauthor Index
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