Higher education in South Africa has been in the spotlight in the past few years with calls for decolonisation of the curriculum and other matters. We teach a first-year programming module that is challenging to decol...
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ISBN:
(纸本)9783030950033;9783030950026
Higher education in South Africa has been in the spotlight in the past few years with calls for decolonisation of the curriculum and other matters. We teach a first-year programming module that is challenging to decolonise since the origin of programming languages is inherently Western. Students often do not resonate with some examples used, let alone abstract concepts of programming in general. During COVID-19, emergency remote teaching and learning were adopted and we had to be mindful of various limitations, such as data usage and bandwidth. We experienced difficulty expanding each student's frame of reference. Furthermore, increased academic dishonesty occurrences were encountered. This paper focuses on contextualising the module content, promoting computational thinking, and reducing academic dishonesty. This was achieved in an action research cycle through enriching our assessment practices by creating a weekly assignment where the principles of computational thinking were applied within a problem-solving learning environment. It was found that most students had positive perceptions about the intervention and their views and experiences are reported.
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