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检索条件"主题词=Introductory Programming"

共 409 条记录，以下是221-230 订阅

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Admitting Students through an Open Online Course in programming: A Multi-year Analysis of Study Success 19

Admitting Students through an Open Online Course in Programm...

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15th ACM Annual International Computing Education Research (ICER) Conference

作者： Leinonen, Juho Ihantola, Petri Leinonen, Antti Nygren, Henrik Kurhila, Jaakko Luukkainen, Matti Hellas, Arto Univ Helsinki Helsinki Finland

ISBN: (纸本)9781450361859

Since 2012, part of computer science student body at the University of Helsinki has been selected by using a massively open online version of the same introductory programming course that our freshmen take. In this multi-year study, we compare study success between students accepted through the online course (MOOC intake) and students accepted through the traditional entrance exam and high school matriculation exam based intake (normal intake). Our findings indicate that the MOOC intake perform better in computer science studies when looking at completed credits and grade point average, but there is no difference when considering other courses. Retention among the MOOC intake is better than among the normal intake. Additionally, students in the MOOC intake are more likely to complete their capstone project and Bachelor's thesis in the studied time-frame. However, the MOOC intake makes the already skewed gender balance more pronounced.

关键词： admission policies retention in computer science intake mechanisms MOOC introductory programming

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Overnight Feedback Reduces Late Submissions on programming Projects in CS1 21

Overnight Feedback Reduces Late Submissions on Programming P...

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23rd Australasian Computing Education Conference (ACE)

作者： Bouvier, Dennis J. Lovellette, Ellie Matta, John Southern Illinois Univ Edwardsville Edwardsville IL 62026 USA

ISBN: (纸本)9781450389761

Some novice programming students procrastinate the start of a programming assignment. These students also seem to struggle knowing whether or not their program meets the requirements of the assignment. Both of these factors play a role in a student's success in a programming project with negative impact on their grades;but more importantly, a negative impact on learning. Finding ways to motivate students to start earlier could improve learning outcomes and performance in the course with little, if any, risk. This paper reports on the experience of giving students 'Overnight Feedback' with the goals of 1) motivating earlier project work, and 2) helping students to know when they have met, or not met, project requirements. This report is more about the concept of providing feedback on a once-daily basis - overnight;and less about the specific tool used. In our experience, the Overnight Feedback technique seems to have achieved the goal of getting students to start earlier. Late submissions dropped from approximately 34% for a project without a feedback system to approximately 4% with Overnight Feedback. Also included in this report is a summary of students' perspectives on the Overnight Feedback tool we used, which were collected as responses to a survey.

关键词： introductory programming automated feedback undergraduate education

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Performance Analysis for programming Principles Among IT Degree Courses

Performance Analysis for Programming Principles Among IT Deg...

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IEEE Symposium on Computer Applications and Industrial Electronics (ISCAIE)

作者： Ismail, Faridah Sh Rahman, Aedah Abdul Univ Kuala Lumpur Malaysian Inst Informat Technol Software Engn Sect Kuala Lumpur Malaysia

ISBN: (纸本)9781509015436

Principles of Computer programming (PCP) is a compulsory subject for all degree courses offered during first year of study in UniKL MIIT. There were seven courses taking the subject as a compulsory subject, regardless of being in technical, arts or management disciplines. This study is to identify weak students from the technical disciplines. The study also identifies the nontechnical disciplines students that have potential. Results obtained showed students' ability on logical thinking and problem solving skills. Performance analysis based on different course disciplines were done to identify whether course discipline has influence over the result. Observation showed that first year students has no influence of their disciplines and has almost equal chances to score in the subject. This contradicts with students perceptions especially from the arts and management disciplines. Even so, students in technical disciplines have taken this subject more seriously for they have continuity programming subjects to be enrolled and therefore need to equip themselves with strong programming skills. Results shown that large number of students from technical disciplines are ready to pursue in higher levels of programming subjects. However, there are still a small group of students whom are yet to reconsider their choice of course disciplines.

关键词： introductory programming students' performance problem solving skill disciplines programming syntax

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EcoSim: A Language and Experience Teaching Parallel programming in Elementary School 12

EcoSim: A Language and Experience Teaching Parallel Programm...

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43rd ACM Technical Symposium on Computer Science Education (SIGCSE 2012)

作者： Gregg, Chris Tychonievich, Luther Cohoon, James Hazelwood, Kim Univ Virginia Dept Comp Sci Charlottesville VA 22904 USA

ISBN: (纸本)9781450310987

Traditional introductory programming classes teach sequential programming using a single-threaded programming model. It is typical to wait until a student has developed proficiency in sequential programming before teaching parallel programming. As computer hardware becomes increasingly parallel, there is a greater need for software engineers who are proficient in designing parallel programs, and not just by "parallelizing" sequential designs. Teaching parallelism first is an important step towards educating tomorrow's programmers. We present an overview of a five-day introductory parallel programming course. We taught the course to nine and ten year-olds with no prior programming experience. Our course utilized a fundamentally parallel language we designed for the course, one with a near-natural language syntax that exposed the parallel processors throughout the code. This language, coupled with an interactive online programming environment, allowed us to teach a wide range of parallel programming concepts in a very limited timeframe. We also present examples of student-written code that demonstrates their understanding of some basic parallel programming concepts, and we describe the overall course goal and specific lesson plans geared towards teaching students how to "think parallel."

关键词： Concurrent languages parallel languages instructional design introductory programming pedagogy education readability elementary school K-12

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Mental Models and programming Aptitude

Mental Models and Programming Aptitude

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12th Annual Conference on Innovation and Technology in Computer Science Education

作者： Caspersen, Michael E. Bennedsen, Jens Larsen, Kasper Dalgaard Univ Aarhus Dept Comp Sci DK-8200 Aarhus N Denmark

ISBN: (纸本)9781595936103

Predicting the success of students participating in introductory programming courses has been an active research area for more than 25 years. Until recently, no variables or tests have had ally significant predictive power. However, Dehnadi and Bornat claim to have found a simple test for programming aptitude to cleanly separate programming sheep from non-programming goats. We briefly present their theory and test instrument. We have repeated their test in our local context in order to verify and perhaps generalise their findings, but we could not show that the test predicts students' success in our introductory programming course. Based on this failure of the test instrument, we discuss various explanations for our differing results and suggest a research method from which it may be possible to generalise local results in this area. Furthermore, we discuss and criticize Dehnadi and Bornat's programming aptitude test and devise alternative test instruments.

关键词： Objects-first CS1 introductory programming object-oriented programming predictors of success

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programming the Central Dogma: An Integrated Unit on Computer Science and Molecular Biology Concepts 18

Programming the Central Dogma: An Integrated Unit on Compute...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Ritz, Anna Reed Coll Dept Biol 3203 SE Woodstock Blvd Portland OR 97202 USA

ISBN: (纸本)9781450351034

Much of modern biology requires quantitative and computational skills for the proper analysis of large-scale datasets, and there is a recognized need for computational training in undergraduate biology programs. This experience report describes a four-week unit designed to introduce fundamental computer science concepts and molecular biology concepts in an integrated fashion. The unit serves as the first four weeks of an introductory course taught within the Biology Department at an undergraduate institution, and is designed to introduce computational thinking to non-computational science majors. Survey results reveal that the course has attracted students from all years (first years through seniors), the majority of students have been women, and students have large self-perceived learning gains in computer science concepts. The unit shows promise for engaging non-computational students through applications in introductory molecular biology. Materials are available at http://***/biology/courses/bio131/***.

关键词： Computational biology introductory programming undergraduate education computational thinking

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Enriching programming Student Feedback with Audio Comments 42

Enriching Programming Student Feedback with Audio Comments

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42nd ACM/IEEE International Conference on Software Engineering - Companion Proceedings (ICSE-Companion) / 42nd ACM/IEEE International Conference on Software Engineering - Software Engineering in Practice (ICSE-SEIP)

作者： Renzella, Jake Cain, Andrew Deakin Univ Sch Informat Technol Geelong Vic Australia

ISBN: (纸本)9781450371247

introductory programming is challenging for many students, requiring them to engage with a deep approach to learning concepts in order to succeed. These challenges compound for online students who do not have direct face-to-face interactions with teaching staff. With the growing demand for online education, we need to examine approaches that assist in building supportive learning environments for these students. A growing body of work from other education disciplines indicates that audio feedback provides an opportunity for developing stronger relationships with students. Further studies recommend an integrated implementation of audio recording into the virtual learning environment. To evaluate audio feedback for use in programming education, we developed an integrated, cross-browser audio feedback feature into the open-source Doubtfire learning management system. Doubtfire is used to support and scale a task-oriented teaching and learning system built upon the principles of constructive alignment and has been shown to help students engage with programming concepts in campus-only units. Our findings from experimental and observational activities indicate that programming tutors can use a blended approach of audio and text feedback via the learning management system to better support student learning. The blended approach provides more nuanced feedback, conveying personality and feelings of connectedness to students, while retaining the benefits of specificity for code-specific issues.

关键词： Learning management system introductory programming formative feedback audio feedback online students

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Novice Learners of programming and Generative AI - Prior Knowledge Matters 24

Novice Learners of Programming and Generative AI - Prior Kno...

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24th Koli Calling

作者： Kiesler, Natalie Scholz, Ingo Albrecht, Jens Stappert, Friedhelm Wienkop, Uwe Nuremberg Tech Nurnberg Germany

ISBN: (纸本)9798400710384

With the broad availability of Generative AI (GenAI), introductory programming education is starting to change. At Nuremberg Tech, we observed the doubling of failure rates to approximately 50% in the first semester course "Procedural programming" across students of all study programs. Due to these exam results in winter 2023/24, we conducted a pilot study to gather students' use of GenAI tools, their exam results, and prior programming education and experience. The results imply significant differences of students' use of GenAI tools depending on their prior programming education. We will therefore extend the investigation in winter term 2024/25.

关键词： GenAI student success programming education introductory programming use pattern

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Comparing different styles of automated feedback for programming exercises 17

Comparing different styles of automated feedback for program...

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17th Koli Calling International Conference on Computing Education Research (Koli Calling)

作者： Annamaa, Aivar Suviste, Reelika Vene, Varmo Univ Tartu Tartu Estonia

ISBN: (纸本)9781450353014

Automatic assessment has become a popular choice in programming courses, but there are several pedagogical issues to consider, e.g. how to reduce students' reliance on pre-made tests. Educators have tackled these issues using a variety of automatic assessment styles, but their results are difficult to compare because of different contexts. In this paper, we share our experience with four different automatic assessment styles used within a single run of an introductory programming course with over 300 students.

关键词： introductory programming Automatic feedback

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Computer-supported Collaborative Learning in programming Education: A Systematic Literature Review 11

Computer-supported Collaborative Learning in Programming Edu...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Silva, Leonardo Mendes, Antonio Jose Gomes, Anabela Univ Coimbra Dept Informat Engn Coimbra Portugal

ISBN: (纸本)9781728109305

Social dimension plays a crucial role in the learning process. The use of technological resources to stimulate and mediate the interaction between students is known as Computer-supported collaborative learning (CSCL). Despite being widely used in programming education, the summarization of the academic literature about this topic is scarce. To create that body of knowledge, a systematic literature review was performed. The findings provide an understanding of how collaboration is explored in introductory programming, resources used to stimulate them and challenges in the process. Opportunities for future research are discussed, especially related to motivation, self-efficacy and engagement in CSCL, and the exploitation of learning analytics.

关键词： computer-supported collaborative learning programming learning introductory programming

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