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A Three-Dimensional Case System Model for programming course

Journal of Contemporary Educational Research 2022年第8期6卷 55-61页

作者： Jinghua Zhang Computer Faculty North China Electric Power University(Baoding)Baoding 071000Hebei ProvinceChina

This research aims to construct a case resource library for programming course,which can be used for either teachers’teaching or students’*** cases cannot be simply piled up but rather require a systematic *** solution to this is to design a case system *** outcome-based education(OBE)concept is adopted to guide the research,and a three-dimensional case system model matching the course objectives is *** the guidance of the model,the case resource library construction is more *** based on the model can provide all-round support for the cultivation of students’ability by gradually promoting knowledge and technology,frequently exercising one’s abilities,as well as expanding diverse and innovative problems.

关键词： programming course Outcome-based education Case system model Case resource library

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Multi-method integrated experimental teaching reform of a programming course based on the OBE-CDIO model under the background of engineering education

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SCIENTIFIC REPORTS 2024年第1期14卷 1-17页

作者： Yuan, Xiaogang Wan, Jianxin An, Dezhi Lu, Jun Yuan, Pengliang Gansu Univ Polit Sci & Law Sch Cyber Secur Lanzhou Gansu Peoples R China

Under the background of engineering education professional certification, the Outcome-Based Education (OBE) education concept of "output-oriented" has been paid more and more attention. The traditional experimental teaching of programming course often focuses on the teaching of theoretical knowledge, and lacks the cultivation of students' practical ability and innovative spirit. Engineering education puts forward new requirements for the teaching mode of program design course. The experimental teaching of programming courses requires further reform and innovation to cultivate high-quality technical engineering talents with good social responsibility, teamwork ability, and innovative thinking ability. Guided by the theory of engineering education combined with the educational philosophy of Conceive-Design-Implement-Operate (CDIO) and OBE, this paper carried out the reform of experimental teaching of programming course among students majoring in computer science and technology and information security. This teaching reform aimed to better cultivate students' practical ability, innovation ability, and knowledge-integrated application ability, considering the course concept, course design, course implementation, and course operation, and exploring the practice of teaching process reconfiguration, teaching content organization, and teaching method integration. This multi-integration experimental teaching reform was found to fully mobilize students' learning enthusiasm, tap into students' potential, greatly improve students' comprehensive practical ability, effectively achieve course goals, and lay a solid foundation for subsequent professional course learning. This teaching mode has been practically applied in current experimental teaching and is widely recognized by students, providing a reference for improving teaching quality.

关键词： Engineering education Conceive-Design-Implement-Operate Outcome-Based Education programming course Multi-method integrated Teaching reform

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Research and Practice on Teaching of programming course Based on Computational Thinking

Research and Practice on Teaching of Programming Course Base...

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2017第四届国际信息技术与就业教育大会

作者： Huiting Wu Yi Wang Department of College of Information Engineering Wuhan Institute of Design and Sciences

programming course is an important basic course for computer specialty, and it is very important to cultivate students' ability to analyze and solve practical problems. In order to solve the problem of the lack of thinking training for the students in the course of computer programming, computational thinking is introduced into the classroom teaching of program design. Through establishing the ability based on the cultivation of the computational thinking and adopting the teaching mode which is student-centered and teacher-directed, the objective system can be constructed based on computational thinking ability. The reform is carried out in the teaching content, teaching methods and examination methods. And the combination of course teaching, subject competition and the college students' innovation project are gradually refined. Therefore, students' thinking ability and innovation ability can be improved and technical talents who adapt to social needs can be cultivated.

关键词： programming course Computational thinking Thinking ability

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The Study of Online Cooperative Learning Interaction in programming course through Heterogeneous Grouping

The Study of Online Cooperative Learning Interaction in Prog...

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2012 International Conference on Education Reform and Management Innovation(ERMI 2012)

作者： David W.S.Tai Jia-Ling Chen Ren-Cheng Zhang Hungkuang University National Changhua University of Education

There has been an increasing interest in the online cooperative learning,and it has become a trend of learning *** study tried to investigate the students' interactions in the programming course through heterogeneous grouping and online cooperative *** going any further,there were 16 students divided into 4 groups to constitute the experimental teaching and to record their interaction frequencies as the data *** frequencies of each type's interactions are evaluated by their means,standard deviations,and chi-square *** results have shown that the students who had higher learning achievement also had more interactions than the lower achievement students.

关键词： programming course online cooperative learning heterogeneous grouping

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Teaching Practice and Exploration of programming course Based on Processing Platform

Teaching Practice and Exploration of Programming Course Base...

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作者： Lu Geng Sino-Korea School of Multimedia Design Shanghai University of Engineering Science

Taking programming course, a basic course for digital media art in the context of cooperative education in College of Sino-Korea Multimedia Design of Shanghai University of Engineering Science and Dongseo University of South Korea, as the example, this paper elaborates the way to organize and design teaching knowledge points and cases in each stage through the principle of step-by-step and spiral-ascending in combination with the characteristics and ability of the students of this major. Also, it describes the measures of combining basic teaching with ability training to allow students majoring in art to realize artistic conception preliminarily through programming thinking and programming method.

关键词： digital media art programming course programming thinking

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Analyzing Students’ Learning Engagements Using PLS-SEM: A Case Study in A Small Private Online programming course 22

Analyzing Students’ Learning Engagements Using PLS-SEM: A C...

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Proceedings of the 2022 6th International Conference on Education and E-Learning

作者： Bilegjargal Daramsenge Nien-Lin Hsueh Lien-Chi Lai Department of Information Engineering and Computer Science Feng Chia University Taiwan

ISBN: (纸本)9781450398428

Nowadays, particularly during the epidemic situation, the increasing popularity of online-offline education. In computer science education, a small private online programming course (SPOPC) is an important curriculum course to enhance the students’ problem-solving, creative thinking and teamwork activities. The main purpose of this study is to investigate the influences of students’ composite engagements (learning performances and personal feelings) in a SPOPC. We applied an online engagement framework for higher education and partial least squares structural equation modeling (PLS-SEM) approach. Our analysis was conducted from a Python programming course at Feng Chia University, Taiwan, held in the fall semester of 2021–2022 through OpenEdu platform. Our results show that (1) Strongest mediator performance was ‘Video watching’ affected by four significant relations; (2) Behavioral engagement ‘BE’ and emotional engagement ‘EE’ are positively affected ‘Video watching’ performance and they were inextricably linked factors; (3) Social engagement ‘SE’ significantly affected the ‘Term project’ and ‘Final score’ through ‘Midtest’; (4) Cognitive engagement ‘CE’ did not significantly affect the ‘Term project’; Most important is that (5) Students’ first feelings about the course (the first part of the semester) are important factors in deciding to continue a related course or drop out of the course in the future. These findings have valuable practical implications for course instructors who design and lead the programming course.

关键词： programming course PLS-SEM Distance learning Composite engagements

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An effective agile teaching environment for Java programming courses

An effective agile teaching environment for Java programming...

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36th Annual Frontiers in Education (FIE 2006)

作者： Arakawa, Suguru Yukita, Shuichi Graduate School of Computer and Information Sciences Hosei University Faculty of Computer and Information Sciences Hosei University

ISBN: (纸本)9781424402564

This paper proposes an effective agile teaching environment with a new educational testing framework for especially Java programming courses. The testing framework is developed on top of JUnit that runs on the Eclipse platform. The deployed testing programs detect errors in the student's code, and then report points lost due to mistakes, and give suitable pieces of advice to correct or improve the code immediately. With automated testing the students can check the validity of their code by themselves. This means that the instructor can concentrate on mentoring the students who are most in need of support and advice. Our proposed method also ensures the evaluation of assignments to be fair and strict by applying various well-behaved input patterns based on standard software testing techniques while saving time. With our testing framework, students are continuously aware of their progress under a game-like environment, and thereby they keep concentrating on their given tasks.

关键词： automated testing distance learning Java programming course software test

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Introducing Gamification in Introductory programming courses 15

Introducing Gamification in Introductory Programming Courses

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15th European Conference on Game Based Learning (ECGBL)

作者： Hofer, Alexander Groher, Iris Johannes Kepler Univ Linz Linz Austria

ISBN: (纸本)9781914587139

Gamification has developed markedly over the past decade and educational institutions, starting to see its potential, are carrying out research projects introducing gamification to the classroom. Likewise, gamification has also experienced major success in the market of casual language acquisition, with mobile applications such as Duolingo and Babbel using gamification to make learning a new language more engaging. Learning a new programming language is often challenging for students and can be compared to learning a new foreign language. Hence, the authors developed a proof-of-concept for an application adopting the gamification concepts found in the aforementioned language learning apps and plan to evaluate it in an introductory programming course at our university this fall. The proof-of-concept implements game design elements such as rewards, experience points, and achievements and will-in later stages-also include the element of leaderboards, which have produced promising results in previous research. To ease access for participating students, the application will be implemented as a web-based application, requiring no client-side installation. The course contents will be modelled closely to the subject matter of the accompanied lecture, with the webapp taking on a complementary role, thereby enabling students to interact with topics in an alternative way. Students of selected exercise groups will be made aware of the supportive application and compared with groups not aware of it. Students are not obligated to use the application. This should allow for a spread within groups between students who used the app and those who did not, enabling further comparison within the same exercise group. Use, impact, and user satisfaction will be evaluated with use statistics, students' grades, and user surveys, respectively. The goal of our study is to evaluate whether the implementation of gamification in programming learning apps can improve students' engagement with prog

关键词： gamification education programming course engagement motivation

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A Model for the Development of programming courses to Promote the Participation of Young Women in STEM 21

A Model for the Development of Programming Courses to Promot...

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9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM)

作者： Contreras-Ortiz, Martha S. Ojeda-Caicedo, Vilma V. Marrugo-Salas, Lina Contreras-Ortiz, Sonia H. Univ Santo Tomas Bogota Colombia Univ Cartagena Tunja Tunja Boyaca Colombia Univ Tecnol Bolivar Cartagena De Indias Bolivar Colombia

ISBN: (纸本)9781450390668

There is a gender gap in science, technology, engineering, and mathematics (STEM), and this is a global problem that affects society. However, it is worth pointing out that the gap is not uniform in all STEM fields. Women's underrepresentation is more marked in physics, engineering, and computer science fields. Nowadays, the labor market is becoming more competitive, technology-based and demands a diverse workforce. Therefore, it is important to continue promoting the participation of women in STEM, and the universities play a leading role in it. Previous research has shown that early learning experiences in STEM can show female students that they can succeed in this fields. This paper describes a model for developing programming courses for pre-university students to promote the participation of young women in STEM programs. The course was developed in one week, 25 students (16 girls and 9 boys) participated. The instructors of the course were four female professors. The programming language was Python, and the methodology used case-based learning. Both instructors and students gave positive comments on their experience in the course. The proposed model, including instruments, learning resources, and methodology, can be replicated and adapted to be used even in other learning fields.

关键词： programming course Women in STEM Python

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Drop-out in programming courses - prediction and prevention

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JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION 2019年第1期12卷 124-136页

作者： Hawlitschek, Anja Koeppen, Veit Dietrich, Andre Zug, Sebastian Hsch Magdeburg Stendal Magdeburg Germany Otto von Guericke Univ Magdeburg Germany Tech Univ Bergakad Freiberg Freiberg Germany

Purpose An ideal learning analytics tool for programming exercises performs the role of a lecturer who monitors the code development, provides customized support and identifies students at risk to drop out. But a reliable prediction and prevention of drop-out is difficult, due to the huge problem space in programming tasks and variety of solutions and programming strategies. The purpose of this paper is to tackle this problem by, first, identifying activity patterns that indicate students at risk;and, second, finding reasons behind specific activity pattern, for identification of instructional interventions that prevent drop-out. Design/methodology/approach The authors combine two investigation strategies: first, learning analytic techniques (decision trees) are applied on features gathered from students, while completing programming exercises, in order to classify predictors for drop-outs. Second, the authors determine cognitive, motivational and demographic learner characteristics based on a questionnaire. Finally, both parts are related with a correlation analysis. Findings It was possible to identify generic variables that could predict early and later drop-outs. For students who drop out early, the most relevant variable is the delay time between availability of the assignment and the first login. The correlation analysis indicates a relation with prior programming experience in years and job occupation per week. For students who drop out later in the course, the number of errors within the first assignment is the most relevant predictor, which correlates with prior programming skills. Originality/value The findings indicate a relation between activity patterns and learner characteristics. Based on the results, the authors deduce instructional interventions to support students and to prevent drop-outs.

关键词： Motivation Drop-out Learning analytics programming course

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