The Online Judge (OJ) system solves many teaching problems of programming course design in traditional teaching modes and enhances teaching quality and learning effectiveness. Most of the OJ systems rate students by c...
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The Online Judge (OJ) system solves many teaching problems of programming course design in traditional teaching modes and enhances teaching quality and learning effectiveness. Most of the OJ systems rate students by compiling and executing their code and then comparing the output with the standard output. However, program code content and students' ability to program structure cannot be accessed with such design. To improve this shortcoming, we have developed an "automatic structure assessment module" and added it to the existing system. The module functions to check the student program structure, enabling the OJ system to measure code quality. Such extended functionalities enable the OJ system to produce more accurate assessments of programming learning performance. Furthermore, how the program structure can be described in the program structure specification is another challenge. Thus, we have also developed a visual program structure description editor. The teacher can handily specify the program structure specification required by the program structure according to the teaching topic so that the OJ system can execute program structure checking. The functionalities of automatic program structure assessment combined with the visual program structure description editor can be used to rapidly generate many examinations and practice questions that require program structure evaluation, and thus truly achieve the efficiency of automatic program structure assessment as well as enhancing students' quality of program structure. Finally, in the six-week teaching experiment, there are a total of 61 valid samples. Using our structure comparison system can effectively improve the learning effectiveness of low-score group students in programming.
Computer programming learning requires the acquisition of skills to design algorithms. The level of achievement of these skills depends on the student’s effort involved to develop a program, as well as the final qual...
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Computer programming learning requires the acquisition of skills to design algorithms. The level of achievement of these skills depends on the student’s effort involved to develop a program, as well as the final quality of the product. The level of skills that students achieve in programming courses is diverse, being able to observe significant differences in the degree of effectiveness of the solutions, as well as in the students’ learning development time. This paper describes a pilot experience aimed at measuring the incidence of focused practical activities assigned by the teacher through a CMS, as well as the self-regulation carried out by them. These aspects were measured and based on indicators derived from the activities carried out by the students in the CMS. The results are not statistically conclusive regarding the qualifications; however, the experience shows that it significantly improves the information available to the teacher and the student: (1) It provides the teacher with information regarding the ability of each student to solve different types of problems, at different moments during the course directly. (2) It allows the teacher to recommend activities or exercises tending to improve students’ learning results, and (3) It provides the student with immediate feedback of the solution developed, to correct it when appropriate.
Various programming teaching and learning materials (PTLM) have been developed to help people learn to program. When learners learn independently from PTLM, they may make errors in their programs, preventing them from...
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Various programming teaching and learning materials (PTLM) have been developed to help people learn to program. When learners learn independently from PTLM, they may make errors in their programs, preventing them from progressing. Although PTLM providers hope to eliminate these problems, it is difficult for the providers to grasp the learner's situation because the learner is self-studying. Thus, we propose a tool that reports the learners' programming status to PTLM providers. When a learner inputs a program while using PTLM, the tool stores the compilation and execution results in learning status databases (LSDBs). PTLM providers can improve their PTLM by analyzing the LSDB submitted by the learners. We conducted an experiment with 37 third-year students at Kindai University to ascertain their learning status. The results show that no particular operating procedure in the PTLM caused many errors and that the number of characters in the programs entered by the learner correlates to the number of mistakes.
One of the major challenges related to teachingprogramming and algorithmics to amateur students is the time spent to explain a language's syntax. Also, students who undertake computer programming may find problem...
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One of the major challenges related to teachingprogramming and algorithmics to amateur students is the time spent to explain a language's syntax. Also, students who undertake computer programming may find problems that hinder their understanding of concepts and the development of their problem-solving and programming skills. This paper presents the results of an experimental approach that evaluated the interaction of a group of Colombian students with a Web solution within the context of Mobile Robotics to learn programming and algorithmics. The designed Web App is oriented towards autodidactic learning by using Visual Blocks programming through five interactive modules that include concepts to be learned by students such as the following: variables, sensors, conditionals, cycles, and functions. The solution is designed to present virtual scenarios for Mobile Robotics. This proposal was evaluated with middle school students from the Colombian education system and was compared to the results obtained using Scratch as a reference tool.
The paper introduces teaching design of the "Java Web application development" curriculum under the concept of using CDIO engineering teaching, combining theoretical teaching and project practice, so that st...
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The paper introduces teaching design of the "Java Web application development" curriculum under the concept of using CDIO engineering teaching, combining theoretical teaching and project practice, so that students in the theory of knowledge, project development process of adaptation and adjustment capacity, personal professional quality, development ability, team coordination capabilities fully trained. Since implementing the CDIO practical teaching to inspire student interest in learning, improves students' projects problem solving skills, also endorsed by teachers and graduates receiving unit.
This study contributes to the discourse on distant learning organization and methodology while teachingprogramming classes in universities. We describe the workflow of programming classes organized as a network of co...
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ISBN:
(纸本)9781450388849
This study contributes to the discourse on distant learning organization and methodology while teachingprogramming classes in universities. We describe the workflow of programming classes organized as a network of connected activities and teaching forms. We examine the forms of teacher/learner collaboration and the project roles that teachers and students can perform during both face-to-face and online class sessions. We share a number of practical considerations on how the programming classes are transformed with respect to distant learning constraints and existing challenges of distant learning implementations.
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