The present work aims to assess the educational resources designed for the Computer Fundamentals course, a course that is taught at the School of Computer Science of the National University, which is the first taught ...
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ISBN:
(纸本)9781665423588
The present work aims to assess the educational resources designed for the Computer Fundamentals course, a course that is taught at the School of Computer Science of the National University, which is the first taught in the Information Systems Engineering career. In this course, students face the challenge of learning to program in the C ++ programming language, while the COVID-19 pandemic has had the great challenge of receiving classes in a way that is very different from the traditional way, which is through remote presence. For that reason, faced with this challenge in the teaching area, a set of activities was created in different tools. This work includes the perception of the students, the description of the tools used, a positive summary of the results obtained and some recommendations on the activities to be useful for other teachers.
This paper describes a procedure to integrate personalized self-evaluated programming exercises created in an external programming interactive environment using a standard problem type of a MOOC platform, making use o...
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ISBN:
(纸本)9781728197289
This paper describes a procedure to integrate personalized self-evaluated programming exercises created in an external programming interactive environment using a standard problem type of a MOOC platform, making use of the anonymized identifier provided by the platform. We will explain how to integrate auto evaluated programming exercises with personalized answers created with Python notebooks, using the standard problem types that Open edX provides. We will review the alternatives we evaluated and why we discarded them and explain our final workflow with an example problem in the edx platform. In our workflow the autoevaluated programming exercises are created as if we were doing some test-driven development where the problem is our functionality and the unit tests are actually the verifications done to generate hints and evaluate the students. Once the problem is designed the unit tests create a code, based on the answer and the Anonymous userID, code that is obfuscated using an encryption technique. That code is used as the answer of a standard Open edX problem, creating a completely automated personalized environment and avoiding the use of Open Response Assessment tools that depend on the correction of other students.
Peer code review has been shown to have several benefits for students, including the development of both technical skills and soft skills. However, a lack of motivation has been identified as one of the barriers to su...
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ISBN:
(纸本)9781450389761
Peer code review has been shown to have several benefits for students, including the development of both technical skills and soft skills. However, a lack of motivation has been identified as one of the barriers to successful peer code review in programming courses. Low motivation may result in students avoiding or delaying their peer review tasks, reducing the potential benefits. In this study, gamification is used to overcome this barrier. We focus on motivating two behaviors: increasing the number of reviews submitted by students, and encouraging students to submit those reviews early. We conduct a randomized controlled study (N = 178) that compares the behavior of a control group engaged in peer code review using an online tool, with a gamification group that uses a modified version of the tool that includes targeted game elements. The results show a statistically significant difference in the number of submitted reviews between the control and gamification groups. Furthermore, the majority of students in the gamification group report that the game elements motivate them. Based on our findings, the game elements and game mechanics seem to be a promising method to motivate students in online peer code review activities.
Peer review is the standard process within academia for maintaining publication quality, but it is also widely employed in other settings, such as education and industry, for improving work quality and for generating ...
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Peer review is the standard process within academia for maintaining publication quality, but it is also widely employed in other settings, such as education and industry, for improving work quality and for generating actionable feedback to content authors. For example, in the software industry peer review of program source code-or peer code review-is a key technique for detecting bugs and maintaining coding standards. In a programming education context, although peer code review offers potential benefits to both code reviewers and code authors, individuals are typically less experienced, which presents a number of challenges. Some of these challenges are similar to those reported in the educational literature on peer review in other academic disciplines, but reviewing code presents unique difficulties. Better understanding these challenges and the conditions under which code review can be taught and implemented successfully in computer science courses is of value to the computing education community. In this work, we conduct a systematic review of the literature on peer code review in higher education to examine instructor motivations for conducting peer code review activities, how such activities have been implemented in practice, and the primary benefits and difficulties that have been reported. We initially identified 187 potential studies and analyzed 51 empirical studies pertinent to our goals. We report the most commonly cited benefits (e.g., the development of programming-related skills) and barriers (e.g., low student engagement), and we identify a wide variety of tools that have been used to facilitate the peer code review process. While we argue that more empirical work is needed to validate currently reported results related to learning outcomes, there is also a clear need to address the challenges around student motivation, which we believe could be an important avenue for future research.
Computational thinking ability is the core problem faced by college computer programming courses. Facing the main teaching problems in the era of blended teaching, this paper puts forward a six-point blended teaching ...
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Computational thinking ability is the core problem faced by college computer programming courses. Facing the main teaching problems in the era of blended teaching, this paper puts forward a six-point blended teaching model based on project-based learning. According to the sixpoint of the model, teachers design teaching content and implement the teaching process. By comparing the forms of computational thinking ability before and after the implementation of project-based learning, the effectiveness of the proposed teaching model in improving computational thinking ability is confirmed.
Research Full Paper Most top universities in Brazil are public government institutions and tuition free. However, until recently, access to these institutions has been limited by extremely difficult entrance exams. Th...
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ISBN:
(纸本)9781728189611
Research Full Paper Most top universities in Brazil are public government institutions and tuition free. However, until recently, access to these institutions has been limited by extremely difficult entrance exams. The high standards at public universities are in contrast to the k-12 educational system, where public schools fail to prepare students for the exams, with only some of the private schools offering adequate preparation. In 2012, the Higher Education System in Brazil changed: the Quota Law was implemented for all 59 federal public government universities. This law reserves 50% of the enrollments for the public high-school students with the best grades in the entrance exams. Also, from this 50% allocation of places for students from the public high-school system, half are allocated to students from low-income families (up to one and a half times the minimum monthly salary), black and indigenous students. In this context, this paper addresses the research question: "How does the intellectual sense of belonging and self-efficacy of the quota students compare to that the non-quota students' taking Introduction to Computer Science courses?" We devised a questionnaire for students enrolled in the first programming course of different majors at a top-10 Brazilian university. This paper presents an analysis of the responses that indicates some differences in self-efficacy perceptions between the students admitted through the quota system and the ones admitted exclusively by their placement in entrance exams.
This Innovative Practice Work-in-Progress Paper presents a "semi-flipped" approach where we take some of the delivery techniques used in a flipped classroom and blend it with some traditional approaches, all...
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ISBN:
(纸本)9781728117461
This Innovative Practice Work-in-Progress Paper presents a "semi-flipped" approach where we take some of the delivery techniques used in a flipped classroom and blend it with some traditional approaches, all based on our experiences of what has proven to be effective. The flipped methodology as an instructional strategy has been used in multiple disciplines. Computer Science is one such discipline. However, this learning paradigm is not suitable for all students. This study was conducted on a second course in the computer science sequence which highlights object-oriented topics in addition to algorithm design. We highlight the specific classroom activities and the out-of-class activities that are accepted and received better by students. We also present some empirical results based on this CS1 course to support our hypothesis on approaches undertaken.
Passive learning environment to teach programming concepts, especially in large lecture classes hinders students' motivation, performance and may adversely affect their achievement goals. The study presents the us...
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ISBN:
(纸本)9781450361859
Passive learning environment to teach programming concepts, especially in large lecture classes hinders students' motivation, performance and may adversely affect their achievement goals. The study presents the use of two instructional strategies teamwork and reflective thinking using educational technologies introduced in a class of 120 first year engineering students. This study also presents the impact of educational technologies based learning environment on students' motivation, achievement goals, and engagement.
Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online course) provider w...
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ISBN:
(纸本)9781538695067
Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.
Online learning platforms provide an opportunity to better understand students weaknesses by tracking both their learning behavior and knowledge. This information can then be used to assist teachers in making instruct...
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Online learning platforms provide an opportunity to better understand students weaknesses by tracking both their learning behavior and knowledge. This information can then be used to assist teachers in making instructional decisions and to further guide those who are at risk of failure. In this paper, we tracked student learning data from a C programming course over a whole semester of their freshman year via the Trustie platform. A total of 17,854 code submissions were collected. We then used CppCheck, SonarQube and Trustie to capture the quality characteristics and submission characteristics of the code, including lineOfCode, cyclomaticComplexity, codeSmell, syntacticError, averageScore, submission, and logicError, and analyzed the impact of code quality on the assignment work results. Several factors were discovered that we believe can help teachers to develop more effective teaching strategies.
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