142,779 research outputs found
Computing with CodeRunner at Coventry University:Automated summative assessment of Python and C++ code.
CodeRunner is a free open-source Moodle plugin for automatically marking
student code. We describe our experience using CodeRunner for summative
assessment in our first year undergraduate programming curriculum at Coventry
University. We use it to assess both Python3 and C++14 code (CodeRunner
supports other languages also). We give examples of our questions and report on
how key metrics have changed following its use at Coventry.Comment: 4 pages. Accepted for presentation at CEP2
Dual Language and ENL Comprehension: A First Grade Study for Students at Risk for Delayed English Language Development
This research began by asking how dual language programming impacts English comprehension for ENL students. Research was conducted within one first grade dual language cohort with five bilingual students. The data was collected by interviewing teachers and students, utilizing historical comprehension data, observing read alouds, and assessing student comprehension. Findings revealed that comprehension in a participant’s first language was positively related to English comprehension. However, individual student differences impacted the extent of the correlation. Furthermore, dual language teachers implemented common instructional practices to scaffold ENL student comprehension. Therefore, the data implied that native language instruction is integral, student backgrounds and differences need to be analyzed, and dual language educators need adequate professional development to best aid ENL comprehension
Introducing Java : the case for fundamentals-first
Java has increasingly become the language of choice for teaching introductory programming. In this paper, we examine the different approaches to teaching Java (Objects-first, Fundamentals-first and GUI-first) to ascertain whether there exists an agreed ordering of topics and difficulty levels between nine relatively basic Java topics. The results of our literature survey and student questionnaire suggests that the Fundamentals-first approach may have benefits from the student's point of view and an agreed ordering of the Java topics accompanying this approach has been established
The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition
We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase
Exploring collaboration patterns among global software development teams.
This study examines communication behaviors in
global software student teams. The authors of the
paper characterize the types of communication
behaviors that occur when student teams are engaged
in a software development project. The authors
present findings from a one-semester study that
examined factors contributing to successful distributed
programming interactions among students enrolled at
the University of Atilim (Turkey), Universidad
Tecnológica de Panamá, University of North Texas,
and Middlesex University (UK). Using content and
cluster analyses techniques, we identified distinct
patterns of collaboration and examined how these
patterns were associated with task, culture, GPA, and
performance of collaborative teams. Our results
suggest that communication patterns among global
software learners may be related to task type, culture
and GPA. It is hoped that these findings will lead to the
development of new strategies for improving
communication among global software teams
A Model of an E-Learning Web Site for Teaching and Evaluating Online
This research is endeavoring to design an e-learning web site on the internet
having the course name as "Object Oriented Programming" (OOP) for the students
of level four at Computer Science Department (CSD). This course is to be taught
online (through web) and then a programme is to be designed to evaluate
students performance electronically while introducing a comparison between
online teaching , e-evaluation and traditional methods of evaluation. The
research seeks to lay out a futuristic perception that how the future online
teaching and e-electronic evaluation should be the matter which highlights the
importance of this research
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