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

The development of design guidelines for educational programming environments

Introductory programming courses at university are currently experiencing a significant dropout and failure rate. Whilst several reasons have been attributed to these numbers by researchers, such as cognitive factors and aptitude, it is still unclear why programming is a natural skill for some students and a cause of struggle for others. Most of the research in the computer science literature suggests that methods of teaching programming and students’ learning styles as reasons behind this trend. In addition to the choice of the first programming language taught. With the popularity of virtual learning environments and online courses, several instructors are incorporating these e-learning tools in their lectures in an attempt to increase engagement and achievement. However, many of these strategies fail as they do not use effective teaching practices or recognise the learning preferences exhibited by a diverse student population. Therefore this research proposes that combining multiple teaching methods to accommodate different learners' preferences will significantly improve performance in programming. To test the hypothesis, an interactive web based learning tool to teach Python programming language (PILeT) was developed. The tool’s novel contribution is that it offers a combination of pedagogical methods to support student’s learning style based on the Felder-Silverman model. First, PILeT was evaluated by both expert and representative users to detect any usability or interface design issues that might interfere with students’ learning. Once the problems were detected and fixed, PILeT was evaluated again to measure the learning outcomes that resulted from its use. The experimental results show that PILeT has a positive impact on students learning programming

Recent Trends in Software Testing Education: A Systematic Literature Review

Testing is a critical aspect of software development. Far too often software is released with critical faults. However, testing is often considered tedious and boring. Unfortunately, many graduates might join the work force without having had any education in software testing, which exacerbates the problem even further. Therefore, teaching software testing as part of a university degree in software engineering and is very important. But it is an open challenge how to teach software testing in an effective way that can successfully motivate students. In this paper, we have carried out a systematic literature review on the topic of teaching software testing. We analysed and reviewed 30 papers that were published between 2013 and 2017. The review points out to a few different trends, like the use of gamification to make the teaching of software testing less tedious

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Exploring student perceptions about the use of visual programming environments, their relation to student learning styles and their impact on student motivation in undergraduate introductory programming modules

My research aims to explore how students perceive the usability and enjoyment of visual/block-based programming environments (VPEs), to what extent their learning styles relate to these perceptions and finally to what extent these tools facilitate student understanding of basic programming constructs and impact their motivation to learn programming

An evolving approach to learning in problem solving and program development : the distributed learning model

Technological advances are paving the way for improvements in many sectors of society. The US education system needs to undergo a transformation of existing pedagogical methods to maximize utilization of new technologies. Traditional education has primarily been teacher driven, lectured-based in one location. Advances in technology are challenging existing paradigms by developing tools and educational environments that reach diverse learning styles and surpass the boundaries of current teaching methods. Distributed learning is an emerging paradigm today that has promise to contribute significantly to learning and improve overall academic success. This research first explores various systems that provide different modes of learning. The problem domain of this research is the difficulty novice programmers\u27 face when learning to program. This paper proposes how distributed learning can be used in a teaching environment to enrich learning and the impacts for the given problem domain

Blended learning in large class introductory programming courses: an empirical study in the context of an Ethiopian university

This study was motivated by a desire to address the challenges of introductory programming courses. Ethiopian universities teach such courses in large classes (80+ students) and students complain about the difficulty of the courses and teaching variation of instructors. The study was set to explore optimum course and learning environment design approaches. The research question raised was: how can a blended learning approach be used to improve large class teaching of programming? In an action design research approach, the study was initiated with redesigning two consecutive courses and a supportive blended learning environment on the basis of existing learning theories and educational design frameworks. Two cycles of action research were conducted for a dual goal of refinement and evaluation of the intervention. The action research was conducted during the 2012/13 academic year with 240 students at the beginning. A predominantly quantitative first cycle of action research produced a mixed outcome. The students’ marks from assessment activities were fairly close to results from two other international universities. A pre- and post-implementation survey of students’ approach to learning showed a slight class level change towards the deep learning approach. Conversely, some students were found at-risk (not progressing well) and certain technologies, particularly program visualisation tools, were found underutilised. The second action research cycle aimed to explain the result from the first round. A grounded action research evaluation of data from focus group discussions, interviews and participants’ memos identified plausible factors for meaningful programming learning in a large class. These factors were use of collaborative and pair programming; alignment of learning and assignment activities; integrated use of e-learning; and use of large class strategies like student mentors and team teaching. A critical realist interpretation of the result of the action research suggested that students can learn programming in large classes, 200+ in this study, with a course and learning environment design that keeps them engaged in learning and assessment activities. The study concludes that improved learning of programming can be possible with the use of students as mentors and changed role-dynamics of instructors, which presupposes adaptation of suitable pedagogical approaches and use of technologies.School of ComputingD. Litt. et Phil. (Information Systems