scholarly journals Barriers to Digital Literacy: Learning to Program

2020 ◽  
Author(s):  
Andréa Cartile
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Approaches To Learning ◽  
Literacy Learning ◽  
First Year ◽  
Science Domain ◽  
Computer Based ◽  
Learning Programming

There are many challenges associated with teaching and learning computer programming for first year engineering students in non-computer based fields. This paper discusses barriers to acquiring the digital literacy needed to learn end-user programming, or programming as a tool to support activities in a non-computer science domain. The first barrier discussed is the gap in educational curriculum, where the first formal introduction to computer science and programming is found in pre-university preparatory courses. The second barrier is a lack of consensus in approaches to learning programming in online resources. A solution of integrating opportunities to use programming as a tool in existing course curriculum activities is proposed, as a way to improve programming accessibility and allow future engineers to use digital skills to innovate in non-computer based applications.

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

Developing Engineering Students' Communication and Information Retrieval Skills Utilizing Capstone Projects

2015 ◽  
Vol 4 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Aaron S. Blicblau ◽  
Jamal Naser
Keyword(s):  
Information Retrieval ◽  
International Students ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Approaches ◽  
The World ◽  
Computer Based ◽  
Capstone Projects ◽  
Key Aspects

The pedagogy of engineering requires a better understanding of the requirements of students' abilities to learning the skills necessary for working in the engineering community. In many engineering courses around the world, one of the key aspects required of the students is that they complete an independent project in their final year of studies incorporating information retrieval and subsequent communication skills. The current work provides details teaching and learning approaches to enhance student abilities and expertise involving research skills, communication skills, and information retrieval integrated within capstone projects. Findings from this the work indicated that both domestic and international students benefited from the intensive tutorial activities involving computer based information retrieval skills. The implementation of active tutorial sessions resulted in increased grades for the majority of students, highlighting the importance of intensive active learning events for final year capstone engineering students.

Learning for sustainability in the digital world

2017 ◽  
Vol 25 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Sarah Speight
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Relevant Literature ◽  
Approaches To Learning ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Effective Learning ◽  
Digital World ◽  
Sustainability Literacy

Purpose The purpose of this editorial is to provide some context to this special issue and explain how the authors are linking sustainability and digital literacy. Design/methodology/approach Making reference to relevant literature, the paper explores how the four case studies, all written by practitioners, adopt particular approaches to learning for sustainability. Findings Driven by personal commitment to the sustainability agenda, the authors have found their own routes to developing effective learning for their own students or for general audiences via massive open online courses (MOOCs). Their initiatives have limited reach at present, but all signal the growing commitment within higher education to sustainability as a subject of study and pedagogic approach in teaching and learning, and to the development of digital literacy. Originality/value Digital pedagogies can support sustainability literacy by facilitating the convenient delivery of content and also by facilitating networked and collaborative learning that can cross the boundaries of culture and context.

scholarly journals Ambiente de desarrollo virtual para el aprendizaje de la programación: un estudio de caso en la Lic. de Sistemas de la Universidad Nacional de Río Negro, Patagonia Argentina / Virtual Development Environment for Learning Programming: a Case Study at Bachelor Systems of Rio Negro University, Patagonia Argentina

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Edith Lovos
Keyword(s):  
Computer Science ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Development Environment ◽  
Rio Negro ◽  
Information And Communication ◽  
Learning Programming

ABSTRACTThis article presents the results obtained and conclusions reached through the implementation of a strategy of teaching and learning, designed for the development of the laboratory activities for a first programming course. The same is based on the application of the collaborative work using a development environment, which combines some functionality provided by the learning management system, Moodle and a module that integrates the same, called Virtual Programming Lab (VPL). Future professionals in computer science by its specificity labor, will include and use the so-called information and communication technologies (ICT). Likewise, in the professional practice, the activity of software development, requires teamwork and collaboration. By all this, it is necessary to consider these requirements in the training of students of computer science, from the beginning of their training.RESUMENEn este artículo se presentan los resultados obtenidos y conclusiones alcanzadas a través de la implementación de una estrategia de enseñanza y aprendizaje, diseñada para el desarrollo de las actividades de laboratorio de un primer curso de programación. La misma se basa en la aplicación del trabajo colaborativo usando un entorno de desarrollo, que combina algunas funcionalidades provistas por el entorno Moodle y un módulo que se integra al mismo, llamado Virtual Program-ming Lab (VPL). Los futuros profesionales de Sistemas, por su especificidad laboral, incluirán y utilizarán las denominadas tecnologías de la información y la comunicación (TIC). Así mismo, en el ejercicio profesional, la actividad de desarrollo del software, requiere del trabajo en equipo y en colaboración. Por todo esto, resulta necesario contemplar estos requerimientos en la formación de los alumnos de sistemas, desde los inicios de su formación. Contacto principal: [email protected]

Cutting Computation Time and Mastering the Underlying Science of Introductory Thermodynamics

2002 ◽  
Author(s):  
Guido W. Lopez
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Traditional Approach ◽  
Computer Software ◽  
Computation Time ◽  
Engineering Programs ◽  
Academic Level ◽  
Computer Based ◽  
Quantitative Results ◽  
Based Instruction

Traditionally, the teaching and learning of introductory undergraduate Thermodynamics in Mechanical Engineering programs stressed the manipulation of formulas and the use of property tables. At present, the use of computer-based instruction is becoming more common in the classroom and it is proving to be a valuable tool for enhancing the educational experience of students. In teaching Thermodynamics, for example, much of the tedious manipulative and computational work encountered while solving problems can now be effectively and quickly executed by computer software. This approach leaves ample time for instructors to emphasize concepts and principles instead of procedures, and to foster an environment that helps students to master the underlying science of the discipline while minimizing computational burden. A comparative study between teaching introductory Thermodynamics using a traditional approach versus using the software EES (acronym for Engineering Equation Solver) as a computational tool is presented in this paper. A statistical comparison of academic performance in introductory Thermodynamics between two groups of engineering students of comparable academic level and capability but enrolled in different schools is also part of this study. Qualitative and quantitative results suggest that students can achieve a clearer understanding of concepts, definitions and principles of introductory Thermodynamics when using computer software as a tool in their learning process.

Navigating 21st Century Multimodal Textual Environments

2017 ◽  
pp. 1131-1151
Author(s):  
Muriel Wells ◽  
Damien Lyons
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Contextual Understanding ◽  
The World ◽  
Constant State ◽  
Technological World

In the 21st century young people live and learn in a technological world that is fast paced and in a constant state of change. As technology becomes more and more accessible outside of the classroom, educators are challenged to re-consider the literacy skills required to be successfully literate. Enacting literacy teaching and learning in and for the 21st century requires teachers to update their pedagogical knowledge, skills and contextual understanding of the world children live and learn in. This chapter offers a brief overview of the Australian Curriculum, locating it within a 21st century learning discourse. The authors interpret and analyse one young student's creation of a digital text in a movie modality. Attention is paid to how the case study teacher created meaningful digital literacy learning experiences and opportunities for children to create and interact in social, multimodal textual environments, both within and beyond the school.

A Computer-Based Reading Tutor for Young Language Learners

2011 ◽  
pp. 159-188 ◽  
Author(s):  
Kenneth Reeder ◽  
Jon Shapiro ◽  
Margaret Early ◽  
Maureen Kendrick ◽  
Jane Wakefield
Keyword(s):  
Speech Recognition ◽  
Language Learners ◽  
Literacy Learning ◽  
First Year ◽  
Research Software ◽  
Tutoring Program ◽  
L2 Development ◽  
Computer Based ◽  
Attitudinal Dimension ◽  
Reading Tutor

This chapter describes the first year of research on the effectiveness of automated speech recognition (ASR) for ESL learners in the early school years. The aim was to learn how such technology can enhance literacy learning as an element of L2 development, using prototype research software entitled the Reading Tutor (RT). In addition to assessing learners’ gains in reading scores, the attitudinal dimension of speech recognition technology was investigated in an effort to explain the effectiveness of the software. We found that both heritage language (L1) and level of English proficiency were linked to students’ reading gains with the RT. Further, the RT was shown to be equally effective to a more time-intensive volunteer tutoring program. A positive affective impact of the RT was demonstrated in the interview data but not in two widely used attitudinal scales. An Appendix describes the technical implementation of the project.

scholarly journals Procepts and proceptual solutions in undergraduate mathematics 

Pythagoras ◽  
2010 ◽  
Vol 0 (72) ◽  
Author(s):  
Inderasan Naidoo ◽  
Belinda Huntley
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Applied Mathematics ◽  
First Year ◽  
Undergraduate Mathematics ◽  
Undergraduate Level ◽  
Mathematical Problems ◽  
Mathematics Teaching And Learning ◽  
Traditional Manner

This paper explores and promotes the notion of ‘procept’ in an undergraduate mathematics course in Linear Algebra for first year pure and engineering students. On the basis of students’ preference for procedural to conceptual solutions to mathematical problems, this paper augments the role of certain concepts in pure and applied mathematics, particularly in the problem‐solving approaches at the undergraduate level by providing novel solutions to problems solved in the usual traditional manner. The development of the concept of ‘procept’ and its applicability to mathematics teaching and learning is important to mathematics education research and tertiary pure and applied mathematics didactics in South Africa, welcoming the amalgamation of the theories developed at pre‐tertiary level mathematics with theorems and proof at the undergraduate level.

First Year Engineering Students' Approaches to Study

2002 ◽  
Vol 39 (3) ◽  
pp. 201-209 ◽  
Author(s):  
John W. K. Rowe
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Approaches To Learning ◽  
First Year ◽  
Student Approaches To Learning ◽  
Approaches To Study

Student approaches to learning (SAL) and the levels of understanding they achieve are critically linked and closely related to motivation. This paper reports the results of a study involving first year higher education engineering students using the ASI-32 questionnaire to investigate approaches to study and end of year achievement.

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