Teaching tools and techniques for efficient teaching and learning of computer programming for beginners using JAVA

Despite the educational research that has been carried out considering demographic, cognitive and social factors to improve teaching programming in the last decades, finding an effective teaching method is still a debatable issue among Java programming tutors. There are a number of basic concepts to be understood in learning a programming language. The teaching styles to be used to teach different concepts could vary due to the complexity and nature of the concept. This study was aimed at identifying such concepts and the preferred teaching style for teaching such concepts in the Java language. The results of a survey of the students who recently completed introductory level Java programming language revealed such concepts, and also the most preferred teaching style for each concept.This study also investigated the preferred learning styles for learners with artistic abilities and logical abilities. In addition, there have been many research projects based on Cognitive Load Theory (CLT) to investigate better ways of handing germane, intrinsic, and extraneous memory loads on the working memory of learners. The mental modeling technique has been found to be associated with most of the fundamental principles of the Cognitive Load Theory (CLT). This research also included the findings of classroom experiments using activities based on mental modeling, such as analogies, worked examples, and scaffolding, and adhering to the principles of CLT. The context for this research involved teaching Java programming concepts at the introductory level using low cost teaching tools. The study reports on the effects of such activities in teaching Java programming principles

The impact of different teaching approaches and languages on student learning of introductory programming concepts

Many students experience difficulties learning to program. They find learning to program in the object-oriented paradigm particularly challenging. As a result, computing educators have tried a variety of instructional methods to assist beginning programmers. These include developing approaches geared specifically toward novices and experimenting with different introductory programming languages. However, having tried these different methods, computing educators are faced with yet another dilemma: how to tell if any of these interventions actually worked?The research presented here was motivated by an interest in improving practices in computer science education in general and improving my own practices as a computer science educator in particular. Its purpose was to develop an instrument to assess student learning of fundamental and object-oriented programming concepts, and to use that instrument to investigate the impact of different teaching approaches and languages on students’ ability to learn those concepts.Students enrolled in programming courses at two different universities in the Mid-Atlantic region during the 2009-2010 academic year participated in the study. Extensive data analysis showed that the assessment instrument performed well overall. Reliability estimates ranged from 0.65 to 0.79. The instrument is intrinsically valid since the questions are based on the core concepts of the Programming Fundamentals knowledge area defined by the 2008 ACM/IEEE curricular guidelines. Support for content validity includes: 71% of correct responses varied directly with the students’ scores; all possible responses were selected at least once; and 21 out of 24 questions discriminated well between high and low scoring students. CS faculty reviewers indicated that 19 out of 24 questions reflected basic concepts and should be used again “as is” or with “minor changes.” Factor analysis extracted three comprehensible components, “methods and functions,” “mathematical and logical expressions,” and “control structures,” suggesting the instrument is on its way to effectively representing the construct “understanding of fundamental programming concepts.”Statistical analysis revealed significant differences in student performance based on language of instruction. Analyses revealed differences with respect to overall score and questions involving assignment, mathematical and logical expressions, and codecompletion. Language of instruction did not appear to affect student performance on questions addressing object-oriented concepts.Ph.D., Information Science and Technology -- Drexel University, 201

Teaching and learning introductory programming : a model-based approach

The dissertation identifies and discusses impact of a model-based approach to teaching and learning introductory object-oriented programming both for practitioners and for computer science education research.Learning to program is notoriously difficult. This dissertation investigates ways to teach introductory object-oriented programming at the university level. It focuses on a model-based approach, describes and argues for this approach and investigates several of its aspects. It gives an overview of the research in teaching introductory programming in an objects-first way. The dissertation also investigates ways for university teachers to share and document best practices in teaching introductory object-oriented programming through pedagogical patterns. The dissertation addresses both traditional young full-time students and experienced programmers (although not in object-orientation) participating in part-time education. It examines whether the same success factors for learning programming apply to a model-based approach as to introductory programming courses in general for full-time students and gives a general overview of research in success factors for introductory programming. Some factors are the same, because students‘ math competence is positively correlated with their success. The dissertation examines how experienced programmers link a model-based programming course to their professional practices. The general answer is that the part-time students do not need to have a direct link to their specific work-practice, they expect to create the link themselves; but the teacher must be aware of the conditions facing the part-time students in industry. Furthermore, the dissertation addresses interaction patterns for part-time students learning model-based introductory programming in a net-based environment. A previously prepared solution to an exercise is found to mediate the interaction in three different ways. Design patterns have had a major impact on the quality of object-oriented software. Inspired by this, researchers have suggested pedagogical patterns for sharing best practices in teaching introductory object-oriented programming. It was expected that university teachers‘ knowledge of pedagogical patterns was limited, but this research proved that to be wrong; about half of the teachers know pedagogical patterns. One of the problems this dissertation identifies is the lack of a structuring principle for pedagogical patterns; potential users have problems identifying the correct patterns to apply. An alternative structuring principle based on a constructivist learning theory is suggested and analysed

The Effectiveness of Using Lego Mindstorms Robotics Activities to Influence Self-regulated Learning in a University Introductory Computer Programming Course.

The research described in this dissertation examines the possible link between self-regulated learning and LEGO Mindstorms robotics activities in teaching concepts in an introductory university computer programming course. The areas of student motivation, learning strategies, and mastery of course objectives are investigated. In all three cases analysis failed to reveal any statistically significant differences between the traditional control group and the experimental LEGO Mindstorms group as measured by the Motivated Strategies for Learning Questionnaire and course exams. Possible reasons for the lack of positive results include technical problems and limitations of the LEGO Mindstorms systems, limited number and availability of robots outside of class, limited amount of time during the semester for the robotics activities, and a possible difference in effectiveness based on gender. Responses to student follow-up questions, however, suggest that at least some of the students really enjoyed the LEGO activities. As with any teaching tool or activity, there are numerous ways in which LEGO Mindstorms can be incorporated into learning. This study explores whether or not LEGO Mindstorms are an effective tool for teaching introductory computer programming at the university level and how these systems can best be utilized

AI Supporting Student Academic Writing in Higher Education

In light of AI, we are developing a 5-stage writing and inquiry model that will help lecturers to support student academic writing and critical inquiry across multiple disciplines in higher education

Design of a Learner-Directed E-Learning Model

How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design