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5th International Conference on e-Learning (econf)

作者： Hegazi, Mohamed Osman Alhawarat, Mohammad Prince Sattam Bin Abdulaziz Univ Coll Comp Engn & Sci Dept Comp Sci Alkharj Saudi Arabia

ISBN: (纸本)9781467394314

Teaching practical courses has always constituted burdens on colleges offering non-technical degrees. One of these courses is computer programming, especially in degrees like computer science, information systems and software engineering. In such programs, students are expected to take between 2-5 computer programming courses. Success ratio in the first course is usually low. Why is it low and how this ratio can be increased is discussed in this paper. This is carried out in the context of an introductory computer programming course at the college of computer engineering and sciences (CCES) at Prince Sattam Bin Abdulaziz University in Kingdom of Saudi Arabia. This study also relies on the teaching experience of the authors in different countries including -for around ten years: UK, USA, Sudan, Jordan and Kingdom of Saudi Arabia. To figure out problems and solutions for teaching introductory computer programming course, then interviews with selected instructors who teach such course at the college are conducted. Also, a questionnaire has been designed and distributed to students. The results of the analysis for both the interviews and the questionnaire have been used along with the results of similar studies to recommend solutions of problems occur in such course. As questionnaire shows, most students think that giving the whole course in the lab will be much better and also they prefer not to work alone. These and other recommendations presented in this study are especially appropriate for similar institutions in the Middle-East and Gulf area.

关键词： Teaching programming Language Practical course computer programming course

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Using E-Journaling to Improve Self-Regulated Learning in Introductory computer programming course

Using E-Journaling to Improve Self-Regulated Learning in Int...

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IEEE Global Engineering Education Conference

作者： Alhazbi, Saleh Qatar Univ Dept Comp Sci & Engn Doha Qatar

ISBN: (纸本)9781479931903

Usually, students face different difficulties when learning computer programming, this leads many of them to drop out of computing major, or continue with fear of programming assignments in subsequent courses. The main reason of these difficulties is inappropriate method used by students to study this subject. In this paper, we describe our experience of using e-journal to train students on self-regulated learning skills when studying computer programming. Although using this tool has many challenges, it proves its effectiveness in improving students' self-regulated learning skills, and consequently enhances students' performance in introductory computer programing course.

关键词： Self-regulated learning computer programming course e-journaling

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Research to Practice in computer programming course using Flipped Classroom

Research to Practice in Computer Programming Course using Fl...

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IEEE Frontiers in Education Conference (FIE)

作者： Zhang, Liang Niu, Jianwei Beihang Univ Sch Comp Sci & Engn Beijing Peoples R China

ISBN: (数字)9781665462440

ISBN: (纸本)9781665462440

This Research to Practice Full Paper presented a Flipped Classroom (FC) approach to teaching a computer programming course. This approach increased students' academic performance, course satisfaction and learning motivation by providing more time for active learning. There is an intense need for the studies of FC approach in higher education, especially in computer programming courses. Although FC pedagogy has achieved great success in K-12 schools, there is rare quantitative research on programming courses in higher education. This paper introduced a FC approach to teaching computer program course, and described in detail how to arrange preclass activities and in-class activities. Pre-class activities were recommended to be arranged by time. 5 days before class, release course material and open access to programming practice. Students began to study and practice by themselves. 2 days before class, Students were required to complete pre-class test. 1 day before class, the teaching assistant provided a pre-class test analysis report. The lecturer prepared the coming class based on the report. In-class activities consisted of four parts. First, the lecturer explained in detail the common problems in the pre-class test. Second, the lecturer checked the problem-solving by asking questions. Third, students discussed in teams. Fourth, students gave presentations on the advanced topics. To assess the effectiveness of the FC approach, the study was conducted at the course Swift Language programming Practice for undergraduate students. Students were divided into two groups. One group implemented traditional pedagogy, and the other group implemented FC pedagogy. The effect of the two groups was analyzed by teaching data collected during 2019-2021. The nonparametric independent-samples Kruskal-Wallis test was used to measure the changes in course performance and student satisfaction. The results showed that by introducing FC to teach computer programming courses, course perfor

关键词： active learning blended learning flipped classroom higher education computer programming course

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Understanding Relationships among Learning Styles, Learning Activities and Academic Performance: From a computer programming course Perspective 19

Understanding Relationships among Learning Styles, Learning ...

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19th International Joint Conference on computer Science and Software Engineering (JCSSE)

作者： Lin, Phway Thant Thant Soe Anutariya, Chutiporn Utamachant, Piriya Asian Inst Technol AIT Dept ICT Sch Engn & Technol Pathum Thani Thailand

ISBN: (数字)9781665485104

ISBN: (纸本)9781665485104

Investigating factors that influence the learning process of students is important, especially in online education. It can help course instructors to design the learning environment that really fits the course requirements and students and to enhance the learning performance. This study focuses on identifying different learning styles and finding the relationships among learning styles, learning activities and performance of computer science students in a Java programming course. According to the results, students with balanced preference on receiving information obtained highest scores although most of them are visual learners in this aspect. It indicates that adding more visual presentations in teaching process will be helpful to enhance learning performance. As it is one of the very first programming courses, most students prefer to follow the instructors' steps in solving the problems and obviously they joined the class more regularly than others. Therefore, concrete examples that involve well-defined procedures, facts, data, and experimentation are essential to teaching programming language. Moreover, the results confirmed that the number of assignment attempts and solving the in-class problems could considerably improve the achievement of the learning outcomes and also related to the understanding of the programming in a sequential manner. Consequently, students should be encouraged to do more assignments and practice problems in learning the programming through online.

关键词： computer programming course Learning Styles Learning Activities Learning Performance Learning Analytics

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Gamified learning: Assessing the influence of leaderboards on online formative quizzes in a computer programming course

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computer APPLICATIONS IN ENGINEERING EDUCATION 2024年第2期32卷 e22697-e22697页

作者： Cigdem, Harun Korkusuz, Mehmet Emin Karacalti, Caner Natl Def Univ Comp Technol Balikesir Turkiye Balikesir Univ Comp & Instruct Technol Balikesir Turkiye Milli Savunma Univ Kara Astsubay Meslek Yuksekokulu Bilgisayar Teknol Bolumu Balikesir Turkiye

This quasi-experimental study investigates the impact of gamification on learning outcomes and course engagement in the computer programming course, a mandatory course in the Electronics and Communication Technology and Mechatronics Technology departments. The experimental group (EG) (N = 48) utilized leaderboards for gamified weekly online formative exams, while the control group (N = 48) used nongamified exams. Our hypothesis was that the EG would exhibit higher quiz completion rates and improved learning. However, the findings indicate no significant difference between gamified and nongamified approaches in terms of learning and course engagement. Although the EG completed more quizzes, it did not result in a substantial difference. Correlations reveal a positive relationship between theoretical exam scores and the number of completed quizzes, suggesting that gamification may not directly enhance learning. Notably, the overall impact of quiz completion on learning is more pronounced when considering all participants. Furthermore, the decline in quiz completion rates after the third week in both groups suggests that gamification may yield an innovative effect but lacks long-term sustainability. These results suggest that gamification may be suitable for short-term activities, such as 2-3 weeks, and may not sufficiently engage all students in the lesson.

关键词： achievement computer programming course engagement engineering education gamification

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Learning Scenarios for the Subject Methodology of programming From Evaluating the Computational Thinking of New Students

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IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE-IEEE RITA 2018年第1期13卷 30-36页

作者： Rojas-Lopez, Arturo Jose Garcia-Penalvo, Francisco Univ Tecnol Puebla Puebla 72300 Mexico Univ Salamanca Inst Ciencias Educ Grp Invest GRIAL E-37008 Salamanca Spain

Computational thinking is a cognitive process that allows generating solutions to problems through the use of skills, such as abstraction, decomposition, and algorithmic design. This paper presents the proposal to evaluate computational thinking of new students to relate knowledge indicated in the subject methodology of programming and to offer an initial environment of learning. This paper describes the exercises selected to evaluate the previously mentioned skills, and correspondence between the different contents of the course;using a qualitative methodology, the experiences of 65 students were evaluated. The results obtained favored activity carried out, and they also indicated improvements for future generations.

关键词： Computational thinking computer programming course higher education new students programming learning

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Understanding the Secondary Digital Gap: Learning Challenges and Performance in College Introductory programming courses 9

Understanding the Secondary Digital Gap: Learning Challenges...

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9th IEEE International Conference on Engineering Education (ICEED)

作者： Hsu, Wen Chin Mimura, Yoko Calif State Univ Northridge Dept Comp Sci Northridge CA 91330 USA Calif State Univ Northridge Dept Family & Consumer Sci Northridge CA 91330 USA

ISBN: (纸本)9781467369565

Learning computer programming can be challenging for college students. One of the most formidable issues is the "digital gap," the lack of access to digital devices, which affects student performance in introductory programming courses. This inaccessibility can lead to inadequate computer literacy that creates a secondary digital gap, a higher level of the digital gap, and results in poor academic performance. Few studies have explored the effect of this secondary digital gap on academic performance. This study examines the relationship between performance and a selected set of variables concerning learning challenges in introductory programming courses on Java involving 140 undergraduate students. Analyses based on correlation and hierarchical linear regression indicate that confusion regarding the different programming interfaces is the most significant determinant of academic performance. Moreover, skill in online searches, and access to desktop and tablet devices were found to be associated with student grades on assignments and exams. We provide recommendations to adapt multimedia tools and pedagogical solutions to mitigate the impact of the secondary digital gap on college students.

关键词： multimedia pedagogical tools college students computer literacy computer programming course secondary digital gap

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Speech-enabled tools for Augmented Interaction in e-Learning Applications

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INTERNATIONAL JOURNAL OF DISTANCE EDUCATION TECHNOLOGIES 2008年第2期6卷 1-20页

作者： Selouani, Sid-Ahmed Le, Tang-Ho Benahmed, Yacine O'Shaughnessy, Douglas Univ Moncton Human Machine Interact Lab Campus Shippagan Moncton NB Canada Univ Moncton Moncton NB Canada Inst Natl Rech Sci Energie Mat Telecommun Montreal PQ Canada

This article presents systems that use speech technology, to emulate the one-on-one interaction a student can get from a virtual instructor. A web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Universite de Moncton (Canada) is described here. It integrates an Internet Voice Searching and Navigating (IVSN) system that helps learners to search and navigate both the web and their desktop environment through voice commands and dictation. LINC+ also incorporates an Automatic User Profile Building and Training (AUPB& T) module that allows users to increase speech recognition performance without having to go through the long and fastidious manual training process. The findings show that the majority of learners seem to be satisfied with this new media, and confirm that it does not negatively affect their cognitive load.

关键词： computer programming course mixed-mode learning speech technology user profile virtual laboratory

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