A content analysis of SOLO-levels in different computer programming courses in higher education

The dynamic development of technology and the labour market changes the requirements of today's education and the dissemination of knowledge. Information technologies (IT) and digital competencies (DC) are no longer knowledge just for the few that study Computer Science (CS), but it has become a part of common knowledge for every citizen. By using content analysis, this article will examine the developed content of two different “introduction to programming” courses from two different higher education institutions. Both institutions introduce programming to students outside of CS. This study aims to describe how the developed content of these courses aims to reach the different levels of learning outcomes, by using the framework Structure of the Observed Learning Outcome taxonomy (SOLO-taxonomy) developed by Biggs and Collis (1982). The results of the study show that introduction to programming courses in different professions have a different understanding of what programming is, or what it consists of. The courses about “introduction to programming” are planned and executed within its fields, which gives the students a different perspective on what programming is, compared to the average IT or CS course. This means that the term “good programming skills” is different for a teacher, engineer, or computer scientist because of their unique goals and motivations for why they learned to program in the first place

Designing and Evaluating Accessible E-Learning for Students with Visual Impairments in K-12 Computing Education

This dissertation explores the pathways for making K-12 computing education more accessible for blind or visually impaired (BVI) learners. As computer science (CS) expands into K-12 education, more concerted efforts are required to ensure all students have equitable access to opportunities to pursue a career in computing. To determine their viability with BVI learners, I conducted three studies to assess current accessibility in CS curricula, materials, and learning environments. Study one was interviews with visually impaired developers; study two was interviews with K-12 teachers of visually impaired students; study three was a remote observation within a computer science course. My exploration revealed that most of CS education lacks the necessary accommodations for BVI students to learn at an equitable pace with sighted students. However, electronic learning (e-learning) was a theme that showed to provide the most accessible learning experience for BVI students, although even there, usability and accessibility challenges were present in online learning platforms. My dissertation engaged in a human-centered approach across three studies towards designing, developing, and evaluating an online learning management system (LMS) with the critical design elements to improve navigation and interaction with BVI users. Study one was a survey exploring the perception of readiness for taking online courses between sighted and visually impaired students. The findings from the survey fueled study two, which employed participatory design with storytelling with K-12 teachers and BVI students to learn more about their experiences using LMSs and how they imagine such systems to be more accessible. The findings led to developing the accessible learning content management system (ALCMS), a web-based platform for managing courses, course content, and course roster, evaluated in study three with high school students, both sighted and visually impaired, to determine its usability and accessibility. This research contributes with recommendations for including features and design elements to improve accessibility in existing LMSs and building new ones

Success in online credit recovery: Factors influencing student academic performance

Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Additionally, credit recovery services have become one of the fastest growing areas of educational software. Despite the widespread adoption of these programs, there is a lack of scholarly research on the effectiveness, rigor, and suitability of online credit recovery. Given the popularity of online credit recovery and the mixed results that these programs have received, more study is imperative. Currently there is a dearth of research surrounding the suitability of online credit recovery for students. Much of the research conducted on virtual schooling indicates that the ideal student for this platform is autonomous, socially and emotionally mature, in possession of solid time management skills, and commands a developed internal locus of control. However, these characteristics are not typically embodied by the at-risk students primarily enrolled in online credit recovery courses. Given the disparity between the ideal online student and the typical recovery student, research examining the characteristics of students who have demonstrated success in online credit recovery could prove exceptionally beneficial. This study examined potential success factors of students enrolled in online credit recovery academic core discipline courses [English, Mathematics, Science, and Social Studies] within a school system in the mid-Atlantic region of the United States. The predictors of success in online credit recovery included student level variables: gender, race, grade-level, school discipline history, Individualized Educational Plan (IEP) status, Gifted & Talented (AIG) status, middle school state-standardized reading assessment results (reading EOG), middle school state-standardized mathematics assessment results (mathematics EOG), and middle school state-standardized science assessment results (science EOG). Student outcome (pass/fail) in the credit recovery course was the dependent variable. Descriptive statistics, chi-square, and binary logistic regression analysis were performed. Findings revealed that grade-level, IEP status, and middle school EOG results influenced outcomes in online credit recovery courses. Ancillary analyses revealed that underclassmen were less likely to achieve positive outcomes in science and social studies credit recovery courses compared to upperclassmen, and that results on 6-8th grade reading, mathematics, and science EOGs could have an influence on performance in science recovery courses. Possible implications of these findings are discussed

Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments

High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors' use of RBAs. By supporting instructors' objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1,310 students in 25 sections of 3 college physics courses spanning 2 semesters. Analysis conducted using Hierarchical Linear Models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment. We conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests

Computational thinking in curriculum for higher education

Computational Thinking continues to gain popularity and traction within conversations about curriculum development for the 21st century, but little exists in the literature to guide the inclusion of Computational Thinking into curriculum outside of K12. This Delphi study seeks to fill part of the gap in the literature and instantiate conversation in the Higher Education community about the importance of CT as a topic, and how it may be approached formally in curriculum development. Over 3 rounds of Delphi panel deliberation, several interesting and informative themes emerged related to issues of domain expertise, interdisciplinary collaboration, and ensurance of quality and integrity of computational knowledge, attitudes and practices through curricular initiatives. Additionally, potential solutions and vehicles for delivering strong outcomes are identified and discussed, through the lens of Landscapes of Practice (Wenger, 2014)

Computational Thinking: In-Service Elementary Teachers Developing Knowledge, Understanding, And Confidence

Computers infiltrate almost every aspect of our lives, including our homes and cars. For work, education, or personal fulfillment, computing has increased dramatically. The need for an educated workforce is expanding as technology devices become smaller, faster, and more powerful. We can teach students how to use math, logic, and computational thinking, a problem-solving process that allows the functionality of computing devices as part of innovative solutions. Teachers who receive professional development and resources to incorporate computational thinking can enhance problem-solving activities in all curriculum areas. Different instructional methods support the knowledge for problem-solving processes using computational thinking. Strategies to implement computational thinking in all subject areas are critical to pedagogical success. Providing teachers professional development for ongoing in-service is an area for future research

STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype

Women and STEM need each other. Women can benefit from stable, well-paying STEM careers. STEM industries can benefit from increased numbers of STEM graduates and more diverse teams. Near-future, STEM-related, ethical challenges will need diverse teams to solve them. But girls in K–12 show less interest and identity with STEM than boys, they take fewer STEM courses, and they pursue STEM careers in lower numbers. This paper explores the use of narrative as pedagogy to increase STEM interest and identity for all students, especially for girls. A prototype STEM Story + Lesson was developed and tested in high school classrooms. The teachers’ experiences were analyzed to improve future story curation and lesson development. The STEM Story Framework was created to guide development of STEM Story + Lessons in the future, for classroom use and more detailed research.Science, Technology, Engineering, and Mathematics Educatio

DEVELOPMENT AND VALIDATION OF A SEMI-PHYSIOLOGICAL PHARMACOKINETIC (PBPK) MODEL TO PREDICT SYSTEMIC AND PULMONARY EXPOSURES AFTER INTRAVENOUS, ORAL ADMINISTRATION AND PULMONARY INHALATION OF SELECTED DRUGS, BUDESONIDE, TOBRAMYCIN AND CIPROFLOXACIN, IN HUMANS

Using a semi-PBPK modeling/quantitative meta-analysis approach, this project investigated what factors affect pulmonary and systemic exposures of Budesonide (BUD), Tobramycin (TOB), and Ciprofloxacin (CIP) after inhalation: Three structurally different pulmonary disposition models were developed for each drug, including pulmonary absorption (all three), excretion (TOB and CIP) and sequestration (TOB) in a peripheral and central lung compartment. Systemic disposition parameters were estimated using available human mean plasma (cp(t)) and sputum (cs(t)) concentration profiles after IV administration, and GI absorption parameters were estimated from these profiles after oral administration. Pulmonary disposition parameters were estimated from cp(t) and cs(t) profiles after inhalation using various devices along with their published pulmonary deposition characteristics. Appropriate covariate models accounted for effects of Cystic Fibrosis on the systemic disposition/GI absorption for TOB and CIP. Monte Carlo Simulations (MCS) were used to optimize parameters and validate the final models and parameter spaces against published data. Despite limited available data, especially cs(t) for BUD and CIP (after IV administration), the point estimates for the final model parameters were mechanistically plausible for all three drugs and consistent with their known differences in physicochemical and ADME properties. Model predictions adequately described the observed cp(t) and cs(t) profiles as well as exposure metrics across studies. As the most lipophilic drug, BUD showed the fastest pulmonary absorption rates and highest Fpul (83%). TOB, a very hydrophilic drug, exhibited (intracellular) pulmonary sequestration, resulting in slow pulmonary absorption and excretion and low Fpul (10%). CIP - as zwitterion - showed relatively slow pulmonary absorption and excretion, leading to low Fpul (8%); pulmonary excretion accounted for 27% of CIP overall elimination. Results of a formal parameter sensitivity analysis demonstrated that, for all three drugs, after inhalation, (1) their systemic exposures (cp(t)) depend primarily on CLtot along with Fpul/sequestration combined with Foral; (2) increasing pulmonary exposures (cs(t)) can be accomplished by slowing down pulmonary absorption rates (kca) and/or slowing down mucociliary clearance from the lungs into the GI tract (kcm) – affirming the overall hypothesis guiding the project