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The Anchored Instruction for programming courses: Cases, Tasks and Knowledge Transfer

The Anchored Instruction for Programming Courses: Cases, Tas...

第四届国际计算机新科技与教育学术会议(2009 4th International Conference on Computer Science & Education)

作者： Qi Liu Xiaorong Wang Dept.of Computer Engineering Guangxi University of Technology Liuzhou China

programming is the nuc leus foun dation course in computer subjects, and also is considered generally as a hard learning and teaching course. With the introduction of Anchored Instruction in the courset eaching, the study environment focusing on some true cases has be en ereated. Tasks with different degree of difficulties have been assigned to students for leading study. Cultivation of knowledge transfer ability for students has been highlighted in teaching process. Lecturer can mobilize the students' in terests and enthusiasm in learning, reduce their difficulty of the curricula entry, stimulate learning motivation and guide self-study. Practice has proved that the approach can quickly improve the students' practical programming capability to solve problems by using computer, which has significantly teaching effectiveness.

关键词： programming courses An chored Instruction Leading Cases Study with Tasks Knowledge Transfer

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Application and Research of Blended Teaching Model in programming courses*--- Android Application Development Course as an Example

Application and Research of Blended Teaching Model in Progra...

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3rd International Conference on Applied Social Science Research(ICASSR 2015)

作者： Yong-fei Ye Ming-he Liu Xiao Zhang Xing-hua Sun Nai-di Liu School of Information Science and Engineering Hebei North University School of Economics and Management Hebei North University

Big-data era brings forward new requirements of information technology talents. Adapting to this change, we need to break through the limitations of traditional teaching model and take advantage of network teaching platform in programming courses. By introducing blended teaching model, restructure the "teaching" and "learning" and construct an information-teaching environment aimed to improve the students' practical ability and innovative thinking. Taking an example of Android application development course, based on students' online learning statistics, we proves the feasibility of the implementation of blended teaching model, and provide the reference for other programming courses.

关键词： Blended Teaching Model Network Teaching Platform Flipped Classroom programming courses Android Application Development

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Predicting student performance in computing courses based on programming behavior

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2022年第4期30卷 1264-1276页

作者： Araya, Ignacio Beas, Victor Stamulis, Katrina Allende-Cid, Hector Pontificia Univ Catolica Valparaiso Escuela Ingn Informat Valparaiso Chile

In the context of programming language courses, offering early and personalized assistance to students with difficulties in solving code exercises is fundamental to helping them improve their performance. To this end, it is desirable to detect those students with behavioral patterns that could potentially result in poor performance in a timely manner. In this study, we analyze different behavioral metrics for predicting the performance of students in a 2nd-year computer science course. Metrics are extracted from practical sessions, that is, code exercise labs that may be finished online during a period of 5-7 days. In addition to well-known metrics (e.g., the relative time spent solving compilation/execution errors or skills for removing compilation errors), we also incorporate metrics that take into account the work habits of students (e.g., timestamps in which the student has undertaken 25%, 50%, and 75% of the exercise lab) and similarity between codes. With a sample of 224 students from seven different course groups, we construct robust predictors by training different machine learning models, reaching an R-2 value of up to 0.40. We also perform a machine learning-based analysis for detecting the most relevant response variables and analyze their relations to the final grades of students. The results show that the newly considered metrics have enough predictive power to be considered in the model. Finally, we graphically illustrate the nonlinear and seemingly interdependent relations that exist between predictor and response variables.

关键词： education programming courses student performance prediction

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Students' Perceptions and Use of Generative AI Tools for programming Across Different Computing courses 24

Students' Perceptions and Use of Generative AI Tools for Pro...

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24th Koli Calling

作者： Keuning, Hieke Alpizar-Chacon, Isaac Lykourentzou, Ioanna Beehler, Lauren Koppe, Christian de Jong, Imke Sosnovsky, Sergey Univ Utrecht Utrecht Netherlands

ISBN: (纸本)9798400710384

Investigation of students' perceptions and opinions on the use of generative artificial intelligence (GenAI) in education is a topic gaining much interest. Studies addressing this are typically conducted with large heterogeneous groups, at one moment in time. However, how students perceive and use GenAI tools can potentially depend on many factors, including their background knowledge, familiarity with the tools, and the learning goals and policies of the courses they are taking. In this study we explore how students following computing courses use GenAI for programming-related tasks across different programs and courses: Bachelor and Master, in courses in which learning programming is the learning goal, courses that require programming as a means to achieve another goal, and in courses in which programming is optional, but can be useful. We are also interested in changes over time, since GenAI capabilities are changing at a fast pace, and users are adopting GenAI increasingly. We conducted three consecutive surveys (fall '23, winter '23, and spring '24) among students of all computing programs of a large European research university. We asked questions on the use in education, ethics, and job prospects, and we included specific questions on the (dis)allowed use of GenAI tools in the courses they were taking at the time. We received 264 responses, which we quantitatively and qualitatively analyzed, to find out how students have employed GenAI tools across 59 different computing courses, and whether the opinion of an average student about these tools evolves over time. Our study contributes to the emerging discussion of how to differentiate GenAI use across different courses, and how to align its use with the learning goals of a computing course.

关键词： Generative AI Large Language Models Computing Education programming courses

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Customizable and scalable automated assessment of C/C plus plus programming assignments

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2020年第6期28卷 1449-1466页

作者： Delgado-Perez, Pedro Medina-Bulo, Inmaculada Univ Cadiz Dept Comp Sci & Engn Puerto Real 11519 Spain

The correction of exercises in programming courses is a laborious task that has traditionally been performed in a manual way. This situation, in turn, delays the access by students to feedback that can contribute significantly to their training as future professionals. Over the years, several approaches have been proposed to automate the assessment of students' programs. Static analysis is a known technique that can partially simulate the process of manual code review performed by lecturers. As such, it is a plausible option to assess whether students' solutions meet the requirements imposed on the assignments. However, implementing a personalized analysis beyond the rules included in existing tools may be a complex task for the lecturer without a mechanism that guides the work. In this paper, we present a method to provide automated and specific feedback to immediately inform students about their mistakes in programming courses. To that end, we developed the CAC++ library, which enables constructing tailored static analysis programs for C/C++ practices. The library allows for great flexibility and personalization of verifications to adjust them to each particular task, overcoming the limitations of most of the existing assessment tools. Our approach to providing specific feedback has been evaluated for a period of three academic years in a course related to object-oriented programming. The library allowed lecturers to reduce the size of the static analysis programs developed for this course. During this period, the academic results improved and undergraduates positively valued the aid offered when undertaking the implementation of assignments.

关键词： automated assessment computer programming computer science education programming courses static analysis

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Blended Learning of programming in the Internet Age

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IEEE TRANSACTIONS ON EDUCATION 2011年第2期54卷 247-254页

作者： Djenic, S. Krneta, R. Mitic, J. Adv Sch Elect & Comp Engn Belgrade 11000 Serbia Univ Kragujevac Tech Fac Cacak Cacak 32000 Serbia

This paper presents an advanced variant of learning programming by the use of the Internet and multimedia. It describes the development of a blended learning environment, which, in addition to classroom (face-to-face) lessons, introduces lessons delivered over the Internet: the use of multimedia teaching material with completely dynamic interactive simulations;the use of applications for regular checking and self-checking of the acquisition of knowledge;and applications for regular communication on the teaching material between students and lecturers. This blended learning environment has been developed with the purpose of upgrading the basic programming courses (programming Fundamentals 1 and programming Fundamentals 2) at the Advanced School of Electrical and Computer Engineering (VISER) in Belgrade, Serbia. The paper contains a brief description of the goals set, their development and implementation (structure design, the development of teaching materials, scenario implementation, and evaluation), and the results of the implementation and evaluation of these courses.

关键词： Blended learning interactive simulations Internet lessons online multimedia textbooks programming courses

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HANDIN - A SYSTEM FOR HELPING WITH THE TEACHING OF programming

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SOFTWARE-PRACTICE & EXPERIENCE 1985年第6期15卷 611-622页

作者： COWLING, AJ MCGREGOR, JJ UNIV SHEFFIELD DEPT COMP SCISHEFFIELD S10 2TNS YORKSHIREENGLAND

A system has been implemented that enables students on a programming course to hand in programs for assessment without the need for printed listings to be generated. The system test runs all submitted programs using standard sets of data, and then facilitates the marking of these programs by the staff teaching the course. The implementation of this system is described, and the experience gained from using it is discussed.

关键词： Program assessment Teaching programming programming courses HANDIN

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Evaluating the Effectiveness of a New programming Teaching Methodology Using CodeRunner 16th

Evaluating the Effectiveness of a New Programming Teaching M...

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16th Learning Ideas Conference

作者： Haidar, Siba Yaacoub, Antoun Ionascu, Felicia ESIEA LDR Lab 9 Rue Vesale F-75005 Paris France

ISBN: (纸本)9783031416361;9783031416378

Modern teaching technologies, such as CodeRunner, significantly enhance the quality of programming courses and contribute to the ongoing revolution in teaching. This paper presents our experience using a novel and innovative approach to teach and assess programming courses through the use of automated grading systems like CodeRunner. Our research exposes the transition from the traditional to the new method and focuses on enhancing student engagement and learning outcomes. The study demonstrates that the utilization of CodeRunner questions in practices, quizzes, and evaluations offers valuable insights into the academic progress and learning outcomes of students. These findings have important implications for informatics education and can guide educators in adopting innovative and effective teaching methods.

关键词： CodeRunner Automated grading programming courses Student engagement Learning outcomes Innovative teaching methods Pedagogical innovation

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Teaching of programming with a programmer's theory of programming

Teaching of programming with a programmer's theory of progra...

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Conference on Informatics Curricula, Teaching Methods and Best Practice

作者： Reinfelds, J New Mexico State Univ Klipsch Sch EE & C Las Cruces NM 88003 USA

ISBN: (纸本)140207266X

We review the introductory programming courses of the widely accepted Curricula '68, '78, '1991 and '2001. We note that a one-language, imperative-paradigm approach still prevails, although multi-language programming systems are already available. We discuss the Kernel Language Approach, which provides a programmer's theory of programming that permits a widening of introductory courses to multi-language, multi-thread programming without loss of depth. We suggest two broad outlines for the removal of the one-language constriction from introductory programming courses. We observe that because of the introduction of dotNET and because of student exposure to net-centric multimedia applications, text-based "Hello World!" examples disappoint the expectations of today's students.

关键词： programming methodology programming courses curriculum computer science software engineering introductory courses

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Alternative Approach for Evaluation Adapted for Times of Emergent Conditions 29

Alternative Approach for Evaluation Adapted for Times of Eme...

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29th International Conference on Computers in Education (ICCE)

作者： Kohen-Vacs, Dan Amzalag, Meital Holon Inst Technol HIT Holon Israel

ISBN: (纸本)9789869721479

In this paper, we propose a unique approach for an alternative evaluation, designed, deployed, and optimized for times of crises such as those experienced during the eruption of the COVID-19 pandemic. In our approach, we rely on technological tools for supporting interactions conducted among lecturers and students. We suggest this evaluation activity incorporated with four phases that are interrelated. Thus, technologically supported interactions from an early phase are used in a later phase. This is done in a manner emphasizing the interdependency and chronological order of the phases practiced along with the evaluation. Our design efforts were exercised as we considered and aligned it to four meta-principles suggested by other researchers and widely adopted by researchers educators from around the world. Here we demonstrate the conduction of our research efforts as we deploy the evaluation approach in programming courses corresponding to a bachelor level. Our exploration efforts were exercised as we relied on qualitative methods used for analyzing quotes mentioned by 18 students attending semi-structured interviews. The findings of this research indicate that students perceive this evaluation activity as effective. Specifically, these students mentioned that this approach encouraged their capabilities to be autonomous in their learning process. Additionally, it fostered their creativity and emphasized their perception of the importance of a lifelong learning approach. Based on the mentioned principles and meta-principles we addressed in this paper, we suggest the existence of a new level of meta-principles consolidating the four ones focused on our efforts. There we address the current leaner expected to become a future citizen in a dynamic, flexible and technological society possibly encountering other challenges beyond the ones tackled in times of COVID-19. Accordingly, our suggestion for an alternative approach for evaluation is proposed as an educational patte

关键词： Alternative evaluation approach programming courses higher education meta-principles COVID-19 emergent conditions

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