The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOO...
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The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOOCs in secondary education. Within the context of this research, a computer programming hybrid MOOC (named PROG15) which combined aspects of both x- and c-MOOCs architecture and pedagogy was designed, implemented and openly provided to Greek Secondary Education students. The MOOC completion rate (xMOOC dimension) was relatively low, but similar to that of typical xMOOCs for adults, while the degree of collaboration with other students and contribution to the course content (the cMOOC dimension) was relatively average. Before their involvement in the MOOC, the participating students recorded particularly high learning expectations from the specific course and from the collaborative learning model it proposed and quite positive views regarding the impact of this new educational tool on secondary education. Their attitude towards these issues was even more positive after their involvement in the MOOC, while their overall experience was particularly positive. The above findings, although they resulted from a comparatively small sample of students for the measures of MOOCs and within a very specific educational context, they form a particularly promising background for the utilization of this new tool in secondary education in general and specifically for the preparation of students for higher education studies, in subjects related to computer programming. Of course, further research and investigation is required on the design, development and implementation of the next generation of MOOCs and the practical and theoretical research outcomes resulted from this research can be a quite valuable input.
This study examined estimated scores and actual scores on completed test problems obtained from the final exam questions in a computer programming course. The programming tasks involved ten multiple choice questions a...
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ISBN:
(纸本)0780383672
This study examined estimated scores and actual scores on completed test problems obtained from the final exam questions in a computer programming course. The programming tasks involved ten multiple choice questions and three programming problems. The problems were designed within the framework of the skill-rule-knowledge model of human performance. Twenty five engineering and computer science students took the final exam. The analyses of data show significant differences in self-assessment of performance between the high-performing students and the low-performing students. The paper suggests that the student's ability to assess his or her own performance on the practice problems is strongly related to the actual performance on tests and exams. The paper also suggests that the tutoring programs for SMET courses should address the learning skills of individual students and, specifically, the students' self-assessment skills.
We present an e-learning and e-assessment aid for studying and teaching programming languages (Java, C, Perl, Ruby and Python). The student uses the wizard to go through a series of pages which present information, li...
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ISBN:
(纸本)9781467316781;9781467316798
We present an e-learning and e-assessment aid for studying and teaching programming languages (Java, C, Perl, Ruby and Python). The student uses the wizard to go through a series of pages which present information, link to web resources, ask questions, and mark answers. The questions can be of short-answer type, multiple choice or programming. In the short-answer questions, hints can be automatically generated in the form of scrambled spelling or first letters and lengths of the words in the answer. In programming questions, hints may be in the form of skeletons of programs with blank "to do" regions which are to be filled in. Programs submitted by the student are compiled, run and checked against expected output. The wizard can present a randomly selected and shuffled subset of the questions taken from a question repository. The repository contains flags determining the hints and format of each question. A record of the session, containing the questions and possibly multiple attempts at solutions from the student, is saved in an encrypted format. The answer key within the wizard is also encrypted so that answers cannot be obtained by reverse engineering.
Augmented reality (AR) provides opportunities to not only acquire information, but to experience it through visual, spatial and sensorimotor feedback. Though this technology has been around for years and is profession...
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ISBN:
(纸本)9781728169422
Augmented reality (AR) provides opportunities to not only acquire information, but to experience it through visual, spatial and sensorimotor feedback. Though this technology has been around for years and is professionally recognized as an effective tool to improve and enhance the learning experience, its benefits have gone widely unknown and underappreciated in the higher education environment, in particular the computer programming classroom. AR-based learning provides several benefits and affordances to higher education. AR-based learning increases motivation, engagement, and academic performance. Though despite empirical evidence supporting the benefits, there are critics and detractors who cite data control, practitioner acceptance, development skills, costs, and ethics among the reasons for failure to adopt. Research has resulted in the emergence of a number of design principles for applying the AR-based training methodology to the computer programming curriculum. This paper presents a literature review to synthesize research and findings on the use of AR-based methods in the computer programming classroom.
Flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Teachers provide online materials to students for preparation of the lecture and students dedicate ...
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ISBN:
(纸本)9781479999675
Flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Teachers provide online materials to students for preparation of the lecture and students dedicate to practice in the course. We have put into practice the flipped classroom in our computer programming courses teaching C and Java languages since 2013 as a way of utilizing our e-learning system and contents. As a problem in computer programming education, although teachers explain grammar, students cannot create software well by themselves and. Some students give up the learning. Our goal is to promote each student's learning motivation and understanding for computer programming by the training that the flipped classroom and collaborative learning are applied to. Main feature of this approach is to spend most of the time of a programming class with collaboration among students in order to make practical software. We assign the students homework using Flash animations and video data explaining the lecture as learning-materials to learn vocabularies and grammar of the programming languages every week. Web-based tests consisting of easy questions to confirm the results of doing homework every week are done at the beginning of the actual classes, and it is useful to clarify difficult parts of understanding that the students don't notice. Additionally, we confirmed the effectiveness of this approach by comparing examination scores between 2012 and 2014. Compared with the score of 2012, the average scores of the Web-based test and the written test on mid-exam became high, and the minimum scores of both of the tests also became high. The standard deviation of both of the tests became low. Moreover, the each student was able to make the code of a console game through this collaborative learning.
The teaching of algorithms and programming concepts to students of the first years of computer Science course has been a major challenge, because students often have difficulty understanding the subject, leading to a ...
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ISBN:
(纸本)9781509017904
The teaching of algorithms and programming concepts to students of the first years of computer Science course has been a major challenge, because students often have difficulty understanding the subject, leading to a high dropout rate. At our institution, dropout rate in the first year of the computer Science course is 26%, which led us to think of pedagogical strategies to reduce this number. The use of Learning Objects (LO) has gained ground in higher education, but few experiments have been developed to help teach programming concepts to students in the early years. In other experiments, we applied the use of LO in the teaching of programming concepts. However, one of the difficulties encountered in our previous experiences was to identify the ideal moment to introduce the LO to students. Therefore, in 2015 we conducted a new experiment with two groups of students, using a LO to teach Sorting concepts. For the first group we introduced the LO before the professor started teaching theoretical concepts. For the second group, the professor initially taught the theoretical concepts, and only later was the LO introduced. This study aims to present the methodology used to carry out the experiment and the results achieved.
computer programming is one of the major courses that students in the department of Modern Management and Information Technology learn. Learning to program in any language such as PHP is not an easy task, and programm...
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ISBN:
(纸本)9781912764419
computer programming is one of the major courses that students in the department of Modern Management and Information Technology learn. Learning to program in any language such as PHP is not an easy task, and programming lecturers are aware of the numerous problems that arise during a class. Therefore, in this study, digital learning is proposed for helping students to reduce their anxiety and improve their learning achievements in learning programming. To evaluate the learning achievement of the proposed approach, an experiment was conducted on a second-year undergraduate student in a web programming course. The students were divided into an experimental group (n=27) and control group (n=27). The students in both groups started by taking a pre-test to measure their prior knowledge of PHP programming, followed by a questionnaire about their computer profile. The students in the control group participated in a conventional learning support system, whereas those in the experimental group learned with the newly suggested system. After finishing the learning activities, the students were evaluated in their learning achievement and then participated in a questionnaire. The results of the experiment showed that the proposed digital learning effectively increased the students' learning achievement and promoted positive perception towards the system.
This paper designs and develops a computer programming learning system for total beginners and those who have no programming experience. The traditional computer programming learning systems require prior knowledge ab...
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This paper designs and develops a computer programming learning system for total beginners and those who have no programming experience. The traditional computer programming learning systems require prior knowledge about variables, their types, operators for arithmetic calculations and relational calculations etc., for adopting a wide range of representation of program codes, leading to the burden to them. The proposed system focuses on learning the three basic flows of control: sequential, conditional and iterative controls, for not requiring the prior knowledge, and exploits a path-finding task for confining representation of program codes to a specific task, which is a navigation task where students are asked to organize a sequence of orders for an avatar to move from a given start to a given end on a Manhattan grid map. The previous work employs the path-finding task to foster understanding of the sequence of orders by encouraging students to perform self-tracing process while our proposed system employs it to include that property of understanding for the three basic flows of control which are not covered in the previous work. To add high interactivity and tangibility for student motivation and engagement to learning, the proposed system also employs AR capability. An experiment on feasibility of our system for education is conducted and the results show that our system has the potential for improving students' understanding of how to make program codes by decrease of the ratio of program codes' length made by beginners to experts, which is from 2.186 to 1.267, regardless of AR capability such that the ratio decreased from 2.481 to 1.346 without AR capability and it was from 1.974 to 1.206 with it. The results also show that our system significantly leverages their motivation of learning by increase of beginners' score from 5.00 without AR capability to 6.67 with it for interest and it is from 5.67 to 7.00 for amusement, and even if sacrificing a wide range of
Much attention has been paid to computational thinking (CT) as a problem-solving approach across various curricula, particularly in mathematics. Most studies solely used a digital instrument or examined transfer of pr...
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Much attention has been paid to computational thinking (CT) as a problem-solving approach across various curricula, particularly in mathematics. Most studies solely used a digital instrument or examined transfer of program solving ability, neglecting the mathematics knowledge domain or how the novel digital instrument functions alongside the dominant paper-and-pencil instrument in a classroom. Using Instrument-Mediated Activity Theory, our qualitative case study compares how secondary level students appropriated computer programming (as a means of using CT) and paper-and-pencil instruments to solve mathematics textbook word problems, via the analysis of three cases. Our results show that each instrument privileged certain ways of thinking that, by extension, de-emphasized others. The finding implies that teachers seeking to introduce computational concepts should be aware of an epistemic clash arising from the long-term use of paper-and-pencil for solving mathematics problems. We suggest that a more effective way to bring CT into secondary level mathematics is to introduce new types of problems or tasks that are less likely to interfere with the dominant instrument.
computer programming was once thought of as a skill required only by professional software developers. But today, given the ubiquitous nature of computation and data science it is quickly becoming necessary for all sc...
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