INCORPORATING WEB TECHNOLOGY IN FACE TO FACE COOPERATIVE LEARNING IN AN ENGINEERING COURSE

Traditional and monologue type of teaching and learning environment has been at the saturated stage. The teachers and students have shown their indifferences toward teaching and learning process. New approach, which requires students’ involvement in learning process, was introduced. Peer based learning activities through face-to-face interaction have been introduced to students. Variety of learner centered learning activities was developed and it has contributed in developing new learning culture to the students, i.e. collaborative and shared out attitude towards each other. Applying the Web Technology to this cooperative learning environment promotes more active and personal learning experiences to each individual student. Through threaded discussion facility students are able to evaluate, comment, share and enrich other ideas, opinions and problems. Web technology supports the face-to-face cooperative learning, as students are able to keep their group and class learning activities on beyond their scheduled formal class meeting. Variety teaching-learning scenarios certainly play prominent role to this group activity

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

A collaborative approach to learning programming: a hybrid learning model

The use of cooperative working as a means of developing collaborative skills has been recognised as vital in programming education. This paper presents results obtained from preliminary work to investigate the effectiveness of Pair Programming as a collaborative learning strategy and also its value towards improving programming skills within the laboratory. The potential of Problem Based Learning as a means of further developing cooperative working skills along with problem solving skills is also examined and a hybrid model encompassing both strategies outlined

Using multimedia to develop students\u27 programming concepts

The growing use of computers and computer technology is creating a worldwide need for more programmers and computer professionals. The increasing complexity of programming languages and applications is demanding higher skills sets from the programmers who are being trained. Kann et al. (1997) suggest that the graphic representation of algorithms used in most textbooks are too abstract and insufficient for learners to develop the logical thinking required in computer science courses. Many programming students have problems due to a lack of understanding of conceptual and mental models (Soloway et al., 1981). This paper describes the development of an alternative teaching approach, based on constructivist learning principles, and multimedia technologies. The Dynamic Interactive Visualisation Tool in teaching C (DIVTIC), uses multimedia and visual imagery to provide learners with a step-by-step representation of program executions in the C language as a means to enhance their understanding. DIVTIC was designed around constructivist principles, and combines collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. This paper will describe the conceptual framework supporting the design of DIVTIC and will report on a study which sought to explore the effectiveness of its use among a cohort of students studying introductory programming at Suranaree University of Technology (SUT) in Thailand. The paper will describe how the students used DIVTIC and will discuss how this use was able to support and encourage their learning

Algon: a framework for supporting comparison of distributed algorithm performance

Programmers often need to use distributed algorithms to add non-functional behaviour such as mutual exclusion, deadlock detection and termination, to a distributed application. They find the selection and implementation of these algorithms daunting. Consequently, they have no idea which algorithm will be best for their particular application. To address this difficulty the Algon framework provides a set of pre-coded distributed algorithms for programmers to choose from, and provides a special performance display tool to support choice between algorithms. The performance tool is discussed. The developer of a distributed application will be able to observe the performance of each of the available algorithms according to a set of of widely accepted and easily-understandable performance metrics and compare and contrast the behaviour of the algorithms to support an informed choice. The strength of the Algon framework is that it does not require a working knowledge of algorithmic theory or functionality in order for the developer to use the algorithms

The Impact of Computer Augmented Online Learning and Assessment

The purpose of the study was to investigate the impact of an experimental online learning tool on student performance. By applying cognitive load theory to online learning, the experimental tool used was designed to minimize cognitive load during the instructional and learning process. This tool enabled students to work with programming code that was supplemented with instructor descriptions and feedback, embedded directly within the code while maintaining the original integrity of the coding environment. A sample of 24 online graduate students at a southeastern university were randomly assigned to four groups: Group 1 (Control group), Group 2 (Assessment group: the tool was used to provide feedback on student work), Group 3 (Lecture group: the tool was used to describe examples of code provided in lectures), and Group 4 (Total tool group: the tool was used to provide feedback on student work as well as describe examples of code in lectures). Student learning was measured via analysis of six online quizzes. While provision of tool-facilitated feedback alone did not appear to enhance student learning, the results indicate that students performed best when they had the opportunity to view examples of code facilitated by the tool during the learning process of new material. This implies a carefully designed online learning environment, especially while controlling for and minimizing cognitive load when presenting new information, can enhance that student learning

Introductory Systems Analysis and Design: a problem-based learning approach

Problem-based learning is one instructional approach that encourages students to become active learners and to take responsibility for their learning. This paper describes a trial of problem-based learning and its subsequent adoption in an introductory systems analysis and design subject with first year undergraduate information systems students. The paper raises a number of issues that arose for both staff and students. Some of the issues discussed include: a new approach to learning, design of teaching space, group work, assessment of process skills, attendance, facilitation and small group teaching, time and problem setting

Adaptive Tutorial’s Constructivist Basis for the Teaching-Learning Process of an OOPL

This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs.This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs

Adaptive Tutorial’s Constructivist Basis for the Teaching-Learning Process of an OOPL

This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs.This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs