274 research outputs found
Two-Language, Two-Paradigm Introductory Computing Curriculum Model and its Implementation
This paper analyzes difficulties with the introduction of object-oriented concepts in introductory computing education and then proposes a
two-language, two-paradigm curriculum model that alleviates such difficulties. Our two-language, two-paradigm curriculum model begins with teaching imperative programming using Python programming language, continues with teaching object-oriented computing using Java, and concludes with teaching object-oriented data structures with Java
Certified Registered Nurse Anesthetist Performance and Perceptions: Use of a Handheld, Computerized, Decision Making Aid During Critical Events in a High-fidelity Human Simulation Environment
With the increasing focus on patient safety and human error, understanding how practitioners make decisions during critical incidents is important. Despite the move towards evidence-based practice, research shows that much decision making is based on intuition and heuristics (“rules of thumb”). The purpose of this study was to examine and evaluate the methodologic feasibility of a strategy for comparing traditional cognition versus the use of algorithms programmed on a personal digital assistant (FDA) in the management of unanticipated critical events by certified registered nurse anesthetists (CRNAs).
A combined qualitative-quantitative methodology was utilized. The quantitative element consists of a pilot study using a cross-over trial design. Two case scenarios were carried out in a full-scale, high fidelity, simulated anesthesia care delivery environment. Four subjects participated in both scenarios, one without and one with a PDA containing a catalog of approximately 30 events with diagnostic and treatment related information in second scenario. Audio—videotaping of the scenarios allowed for definitive descriptive analysis of items of interest, including time to correct diagnosis and definitive intervention. The qualitative approach consisted of a phenomenological investigation of problem solving and perceptions of FDA use and the simulation experience by the participants using “think aloud” and retrospective verbal reports, semi-structured group interviews, and written evaluations.
Qualitative results revealed that participants found the PDA algorithms useful despite some minor technical difficulties and the simulated environment and case scenarios realistic, but also described feelings of expectation, anxiety, and pressure. Problem solving occurred in a hypothetico-deductive manner. More hypotheses were considered when using the PDA. Time to correct diagnosis and treatment varied by scenario, taking less time with the PDA for one but taking longer with the PDA for the other, likely due to differences in pace and intensity of the two scenarios. The methodologic investigation revealed several areas for improvement including more precise control of case scenarios. All participants agreed with the value of using high fidelity simulation, particularly for problem solving of critical events, and provided useful information for more effective utilization of this tool for education and research
To Heck With Ethics: Thinking About Public Issues With a Framework for CS Students
This paper proposes that the ethics class in the CS curriculum incorporate the Lawrence Lessig model of regulation as an analytical tool for social issues. Lessig’s use of the notion of architecture, the rules and boundaries of the sometimes artificial world within which social issues play out, is particularly resonant with computing professionals. The CS curriculum guidelines include only ethical frameworks as the tool for our students to engage with societal issues. The regulation framework shows how the market, law, social norms, and architecture can all be applied toward understanding social issues
To Heck With Ethics: Thinking About Public Issues With a Framework for CS Students
This paper proposes that the ethics class in the CS curriculum incorporate the Lawrence Lessig model of regulation as an analytical tool for social issues. Lessig’s use of the notion of architecture, the rules and boundaries of the sometimes artificial world within which social issues play out, is particularly resonant with computing professionals. The CS curriculum guidelines include only ethical frameworks as the tool for our students to engage with societal issues. The regulation framework shows how the market, law, social norms, and architecture can all be applied toward understanding social issues
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
An Exploration of Student Reasoning about Undergraduate Computer Science Concepts: An Active Learning Technique to Address Misconceptions
Computer science (CS) is a popular but often challenging major for undergraduates. As the importance of computing in the US and world economies continues to grow, the demand for successful CS majors grows accordingly. However, retention rates are low, particularly for under-represented groups such as women and racial minorities. Computing education researchers have begun to investigate causes and explore interventions to improve the success of CS students, from K-12 through higher education. In the undergraduate CS context, for example; student difficulties with pointers, functions, loops, and control flow have been observed. We and others have utilized student responses to multiple choice questions aimed at determining misconceptions, engaged in retroactive examination of code samples and design artifacts, and conducted interviews in an attempt to understand the nature of these problems. Interventions to address these problems often apply evidenced-based active learning techniques in CS classrooms as a way to engage students and improve learning.In this work, I employ a human-centered approach, one in which the focus of data collection is on the student thought processes as evidenced in their speech and writing. I seek to determine what students are thinking not only through what can be surmised in retrospect from the artifacts they create, but also to gain insight into their thoughts as they engage in the design, implementation,and analysis of those artifacts and as they reflect on those processes and artifacts shortly after. For my dissertation work, I have conducted four studies: 1. a conceptual assessment survey asking students to “Please explain your reasoning” after each answer to code tracing/execution questions followed by task-based interviews with a smaller, different group of students 2. a “coding in the wild” think aloud study that recorded the screen and audio of students as they implemented a simple program and explained their thought process 3. interview analyses of student design diagrams/documentation in a software engineering course, tasking students to explain their designs and comparing what they believed they had designed with what is actually shown from their submitted documentation. These first three studies were formative, leading to some key insights including the benefits students can gain from feedback, students’ tendencies to avoid complexity when programming or encountering concepts they do not fully grasp, the nature of student struggles with the planning stages of problem solving, and insight into the fragile understanding of some key CS concepts that students form. I leverage the benefits of feedback with guided prompts using the misconceptions uncovered in my formative studies to conduct a final, evaluative study. This study seeks to evaluate the benefits that can be gained from a guided feedback intervention for learning introductory programming concepts and compare those benefits and the effort and resource costs associated with each variation, comparing the costs and benefits associated with two forms of feedback. The first is an active learning technique I developed and deem misconception-based feedback (MBF), which has peers working in pairs use prompts based on misconceptions to guide their discussion of a recently completed coding assignment. The second is a human autograder (HAG) group acting as a control. HAG simulates typical autograders, supplying test cases and correct solutions, but utilizes a human stand-in for a computer. In both conditions, one student uses provided prompts to guide the discussion. The other student responds/interacts with their code based on the prompts. I captured screen and audio recordings of these discussions. Participants completed conceptual pre-tests and post-tests that asked them to explain their reasoning. I hypothesized that the MBF intervention will offer avaluable way to increase learning, address misconceptions, and get students more engaged that will be feasible in CS courses of any size and have benefits over the HAG intervention. Results show that for questions involving parameter passing with regards to pass by reference versus pass by value semantics, particularly with pointers, there were significant improvements in learning outcomes for the MBF group but not the HAG group
Test-Driven Learning in High School Computer Science
Test-driven development is a style of software development that emphasizes writing tests first and running them frequently with the aid of automated testing tools. This development style is widely used in the software development industry to improve the rate of development while reducing software defects. Some computer science educators are adopting the test-driven development approach to help improve student understanding and performance on programming projects. Several studies have examined the benefits of teaching test-driven programming techniques to undergraduate student programmers, with generally positive results. However, the usage of test-driven learning at the high school level has not been studied to the same extent. This thesis investigates the use of test-driven learning in high school computer science classes and whether test-driven learning provides benefits for high school as well as college students
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Approaches to networked learning : an investigation into the nature of autonomous student interaction with web-based educational environments.
A Networked Learning Environment is an autonomously accessible web resource that combines hypertext course materials, online communication channels, multimedia and other interactive features. Constructivist learning theory makes many claims about the potential of such environments, and the educational ‘affordances’ inherent within them. Yet what we understand about the ways in which students learn online, and whether this is conducive to realising the potential benefits on offer, is somewhat limited. Research into learning style differences and attitudes towards online studying provides a partial insight. However, by using tools designed for assessing how students undertake learning in traditional contexts, and through having been predominantly quantitative, much of the research to date can only highlight the relevance of such factors. Consequently, many questions regarding the how and why of networked learning behaviour remain largely unanswered, and there is a growing consensus that an understanding that is informed by the subjective perspectives of learners is required. This thesis describes a primarily qualitative investigation that shared this concern. The main research element involved a phenomenographic study that focused on the perceptions, behaviours and experiences of students who interacted with NLEs that were the sole or primary means of course delivery in three undergraduate, campus- based contexts. Two case studies and a naturalistic experiment were conducted, and the phenomenographic study was supplemented with other data relating to assignment grades, online discussion contributions, and preferences for conventional studying. The phenomenographic analysis identified three distinct types of approach to networked learning that can be seen as increasingly effective in terms of networked learning interactions and outcomes. Based on the findings of the phenomenography, and other aspects of the research, the thesis argues that while many students will experience to some extent the affordances inherent within NLEs, there is an important distinction between students recognising the benefits of networked learning, and actually undertaking this in a way that is conducive to good knowledge development. This thesis concludes by presenting a theoretical framework that conceptualises the relationship between a range of individual and contextual factors that influence networked learning, and which has a number of implications for theory and practice
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An examination of international students in three public two-year colleges.
International students have attended American colleges since colonial times. Although international students attend all types of colleges and universities, most studies and reports which have examined their presence on American campuses have been directed at four-year institutions. This is not surprising in that 86% of all international students in the United States, (based on 1990/91 data), were enrolled in four-year institutions. 57,720 international students were enrolled in two-year institutions by 1990/91. While such research is helpful in providing key data and information regarding international students at some of the largest and most prestigious U.S. institutions, comparatively little research has been directed at international students in two-year colleges. The purpose of this study has been to conduct a qualitative examination of international students in three public two-year colleges in New England. Using a case-study approach, four questions were investigated: Why do international students choose a public two-year college? What are their experiences? What are the experiences of faculty and administrators who work with them? What policy questions are important for these institutions? Field research included twenty-one interviews with international students, twenty-two interviews with faculty, and eight interviews with administrators. Also, on-site observations were conducted and available institutional documents reviewed. The study revealed a group of highly motivated international students who, for the most part, were quite satisfied with their educational experiences in the two-year community colleges. The study also revealed that international students are prominent in the academic life of the institutions and faculty members were, on the whole, pleased with the performance and presence of international students. The greatest policy challenge to public two-year community colleges that enroll international students, is the challenge of fully embracing a wider philosophy and vision of the institution\u27s role and contribution in international education. While the overall assessment of the two-year college experience from international students, faculty and administrators was a positive one, it is also clear that institutions could do more to improve the educational experience of international students and the faculty who work with them. Ten recommendations are offered including an examination of mission statements, development of on-going faculty and staff training programs, strengthening of international student orientation programs, development of more creative recruitment efforts, and strengthening of the institutional data base on international students
Language history : A tale of two countries
This paper looks at the relationships between industry computer languages and those taught in universities. By considering the differences between two of the first countries to embrace programmable computers (USA and Australia) we find patterns that seem culturally independent. History shows a set of recurring problems for academics in choosing languages. This study shows that academics should be informed by history when making those decisions.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI
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