Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Improving an Online Course for SQL Learners in LAB University of Applied Sciences: Making use of MOOC for efficient course

The main purpose of this Bachelor thesis is to improve the available SQL online course which is used in LAB University of Applied Sciences to an efficient one and to keep track of the making process, from researching to implementing. Thus, the thesis consists of two main parts which are theoretical (including knowledge and research from available sources) and empirical (noting the process of course improvement with real problems, solutions as well as explanation) part. Implementing an efficient studying course requires concrete knowledge on the course content (SQL), awareness of users’ learning method adoption (MOOC specifically) as well as how to implement the best possible course by using available utilities of the teaching/ learning method. As a result, theoretical is formed as a foundation for the mentioned knowledge. As the main target of the thesis is to generate an efficient SQL online course, empirical part is a must. In this part, the creation will be described step by step through the suggestion, implementation, and improvement along with interview and survey during the process. Assignment creation using VPL will be explained and concentrated in the course implementation. The study could be continued by improving the course by using the feedback from students after the deployment of the course

Lessons learnt in applying automated code plagiarism detection in an introductory programming module

This paper investigates automated code plagiarism detection in the context of an introductory programming module. Three methods for detecting plagiarism are compared to determine whether these systems yield differing results. These methods are the use of MD5 hashes and the application of two plagiarism detection systems, namely MOSS and NED. The same set of solutions to the same problem was evaluated, using each of the three methods. This set was selected as a representative sample as it was characteristic of most other data sets submitted by students in the introductory programming module over the course of four years. The discrepancies in the results obtained by these detection techniques were used to devise guidelines for effectively detecting code plagiarism.http://www.iie.ac.zaam2017Computer Scienc

Analysis and development issues of a self-learning system.

Lee Yun-wing.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.Includes bibliographical references (leaves 87-92).Abstracts in English and Chinese.Chapter 1 --- Introduction --- p.1Chapter 1.1 --- Background --- p.1Chapter 1.2 --- Motivation and Objectives --- p.3Chapter 1.3 --- Organization of Thesis --- p.4Chapter 2 --- Review of Related Work --- p.5Chapter 2.1 --- Traditional Education Theory --- p.6Chapter 2.1.1 --- Integrative Learning Model --- p.6Chapter 2.1.2 --- Problem-Based Learning --- p.7Chapter 2.1.3 --- Cognitive Apprenticeship --- p.8Chapter 2.1.4 --- Conversational Model --- p.9Chapter 2.1.5 --- Self-Regulated Learning --- p.10Chapter 2.1.6 --- Seven Principles for Good Practice for Education --- p.11Chapter 2.2 --- Online Learning Examples --- p.13Chapter 2.3 --- Web sites Comparison --- p.30Chapter 2.4 --- Chapter Summary --- p.38Chapter 3 --- An On-line learning model --- p.39Chapter 3.1 --- Conceptual Design --- p.39Chapter 3.2 --- Software architecture --- p.51Chapter 3.2.1 --- Authentication --- p.53Chapter 3.2.2 --- Courseware studying --- p.54Chapter 3.2.3 --- Quiz retrieval --- p.55Chapter 3.2.4 --- Performance Monitoring --- p.57Chapter 3.3 --- Chapter Summary --- p.58Chapter 4 --- Demonstration --- p.59Chapter 4.1 --- Account Management --- p.60Chapter 4.2 --- Courseware --- p.62Chapter 4.3 --- Quiz --- p.68Chapter 4.4 --- Email address list and newsgroup --- p.76Chapter 4.5 --- Instructor Area --- p.77Chapter 4.6 --- Chapter Summary --- p.80Chapter 5 --- Conclusion and Future Work --- p.82Chapter 5.1 --- Conclusion --- p.82Chapter 5.2 --- Future work --- p.85Bibliography --- p.8

Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp

Influence of employer support for professional development on MOOCs enrolment and completion: Results from a cross-course survey

Although the potential of open education and MOOCs for professional development is usually recognized, it has not yet been explored extensively. How far employers support non-formal learning is still an open question. This paper presents the findings of a survey-based study which focuses on the influence of employer support for (general) professional development on employees’ use of MOOCs. Findings show that employers are usually unaware that their employees are participating in MOOCs. In addition, employer support for general professional development is positively associated with employees completing MOOCs and obtaining certificates for them. However, the relationship between employer support and MOOC enrollment is less clear: workers who have more support from their employers tend to enroll in either a low or a high number of MOOCs. Finally, the promotion of a minimum of ICT skills by employers is shown to be an effective way of encouraging employee participation in the open education ecosystem.JRC.J.3-Information Societ

Innovative Learning Environments in STEM Higher Education

As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education