scholarly journals Using Modular Programming Strategy to Practice Computer Programming: A Case Study

2020 ◽  
Author(s):  
Wangping Sun ◽  
Xin Wang ◽  
Xian Sun
Keyword(s):  
Computer Programming ◽  
Modular Programming

scholarly journals Cellular Automata as an Example for Advanced Beginners’ Level Coding Exercises in a MOOC on Test Driven Development

2017 ◽  
Vol 7 (2) ◽  
pp. 125 ◽  
Author(s):  
Thomas Staubitz ◽  
Ralf Teusner ◽  
Christoph Meinel ◽  
Nishanth Prakash
Keyword(s):  
Cellular Automata ◽  
Crucial Role ◽  
Computer Programming ◽  
Good Practice ◽  
Experiential Knowledge ◽  
Suitable Candidate ◽  
Test Driven Development ◽  
Automated Evaluation ◽  
Programming Skills

Programming tasks are an important part of teaching computer programming as they foster students to develop essential programming skills and techniques through practice.  The design of educational problems plays a crucial role in the extent to which the experiential knowledge is imparted to the learner both in terms of quality and quantity. Badly designed tasks have been known to put-off students from practicing programming. Hence, there is a need for carefully designed problems. Cellular Automata programming lends itself as a very suitable candidate among problems designed for programming practice. In this paper, we describe how various types of problems can be designed using concepts from Cellular Automata and discuss the features which make them good practice problems with regard to instructional pedagogy. We also present a case study on a Cellular Automata programming exercise used in a MOOC on Test Driven Development using JUnit, and discuss the automated evaluation of code submissions and the feedback about the reception of this exercise by participants in this course. Finally, we suggest two ideas to facilitate an easier approach of creating such programming exercises.

A proposed tutoring system to support the learning of computer programming: Case Study

2016 ◽  
Author(s):  
Mohammed Alghamdi ◽  
Dhiya Al-Jumeily ◽  
Abir Hussain ◽  
Aine Mac Dermott
Keyword(s):  
Computer Programming ◽  
Tutoring System

Facilitating Students-Driven Learning of Computer Programming with Technology

2009 ◽  
pp. 262-275
Author(s):  
Alessio Gaspar ◽  
Sarah Langevin ◽  
Naomi Boyer
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Computer Programming ◽  
Computing Education ◽  
Face To Face ◽  
Learning Barriers ◽  
Integration Of Technology ◽  
Introductory Programming Courses ◽  
Programming Courses

This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technology department. The authors review the evolution of the didactic of introductory programming courses along with the learning barriers traditionally encountered by novice programmers. The growing interest of the computing education research community in a transition from instructivist to constructivist strategies is then illustrated by several recent approaches. The authors discuss how these have been enabled through the use of appropriate technologies in introductory and intermediate programming courses, delivered both online and face to face. They conclude by discussing how the integration of technology, and the switch to online environments, has the potential to enable authentic student-driven programming pedagogies as well as facilitate formal computing education research or action research in this field.

scholarly journals A Case Study on Integrating Facebook Group Into a Computer Programming Course

2021 ◽  
Vol 23 (4) ◽  
pp. 0-0
Keyword(s):  
Computer Programming ◽  
Private University ◽  
Likert Scale ◽  
School Year ◽  
Lecture Notes ◽  
The Mean ◽  
Set Up

The researchers conducted a study in a ‘Computer Programming’ course of three engineering departments (Civil, Industrial and Mechatronics) in a Turkish private university (n=240). A closed Facebook group was set up for serving as an LMS for the course. At the end of the semester, the students were given a survey of three sections; demographic questions, three opinion based questions on Facebook group use and thirty two Facebook in education perception related 5-Likert scale. The mean scores showed that majority of the students liked using a closed Facebook group. The two most important reasons were accessing the shared lecture notes ubiquitously and keeping themselves updated on anything related to the course. Additionally, the students agreed the idea of keeping Facebook group as secret and the importance of establishing group rules. The students also reported that the Facebook group was not a waste of time or uninteresting for them. Lastly, comparison tests showed that there were certain items yielding significant differences based on gender, school year and department variables.

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