1,013 research outputs found

    Revisão sistemática da investigação em ensino da programação em contexto de ensino superior não presencial

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    Os trabalhos de investigação, através de seus métodos científicos, proporcionam valiosos contributos para o avanço do conhecimento. Nesse contexto, a revisão sistemática da literatura ocupa um lugar de capítal importância no processo científico identificando, avaliando e recompilando dados. O propósito da presente investigação é mostrar até que ponto o estado actual do conhecimento sobre o ensino e a aprendizagem da programação abrange o âmbito do ensino superior não presencial. Para tal, realizou-se uma revisão sistemática da produção científica, caracterizando e sintetizando o state-of-the-art do conhecimento, abordando as duas grandes modalidades de educação: presencial e não presencial e analisando o corpus de literatura existente actualmente, dando prioridade à mais recente.Research, through its scientific methods, provides valuable contributions for the advancement of knowledge. In this context, the systematic literature review occupies a place of primary importance in the scientific process by identifying, assessing and gathering data. The aim of this research is to determine to which extent current knowneldge on the teaching and learning of the programming encompasses distance education. Thus, a systematic literature review was conducted, characterizing and synthesizing the state-of-the-art of the knowledge, distinguishing two major types of education: face-to-face and distance learning, and analyzing the current corpus of literature, giving priority to the most recent

    Introductory programming: a systematic literature review

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    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

    Reflective Diary for Professional Development of Novice Teachers

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    Many starting teachers of computer science have great professional skill but often lack pedagogical training. Since providing expert mentorship directly during their lessons would be quite costly, institutions usually offer separate teacher training sessions for novice instructors. However, the reflection on teaching performed with a significant delay after the taught lesson limits the possible impact on teachers. To bridge this gap, we introduced a weekly semi-structured reflective practice to supplement the teacher training sessions at our faculty. We created a paper diary that guides the starting teachers through the process of reflection. Over the course of the semester, the diary poses questions of increasing complexity while also functioning as a reference to the topics covered in teacher training. Piloting the diary on a group of 25 novice teaching assistants resulted in overwhelmingly positive responses and provided the teacher training sessions with valuable input for discussion. The diary also turned out to be applicable in a broader context: it was appreciated and used by several experienced university teachers from multiple faculties and even some high-school teachers. The diary is freely available online, including source and print versions

    A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits

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    Self-regulated learners continually monitor and adjust the learning process through a recursive loop of forethought, learning enactment, and reflection. The literature review for this study used a systematic approach with defined criteria to evaluate the effects of self-regulated learning interventions for college students. The review revealed a shortage of rigorous achievement-based research in authentic settings. This study evaluated a study-journaling intervention for developmental mathematics students at a large urban community college. Two weekly study journal worksheets were designed, based on self-regulated learning theory. In each of nine pairs of intact classes, one class was randomly assigned to the treatment (study journal) condition and the other to control. The mixed methods research design had two strands: a confirmatory strand that evaluated the intervention’s effect, and an exploratory strand that sought information about the students’ study habits. The statistical analysis had two phases: propensity score matching to strategically trim the groups so they had similar distributions of starting characteristics, and logistic regression to estimate the intervention’s effect on binary variables representing course success and final exam success. Departing students were counted among the unsuccessful. Due to implementation shortcomings, the original sample (117 treatment, 140 control) was replaced by a modified sample (60 treatment, 77 control). Propensity score matching trimmed this sample further (54 treatment, 54 control). Control students experienced significantly higher course success rates and slightly higher final exam success rates. Treatment students were significantly more likely to leave the class than control students (odds ratio 2.94). However, qualitative data from focus groups and surveys indicated the study journals may have positively affected study habits. Taken together, the qualitative and quantitative results suggest the intervention increased students’ awareness of study habit inadequacies and time constraints. This position was supported by qualitative analysis of the study journal entries. This study shows that study journals have potential to improve achievement. However, caution is advised, as the journals may also influence students to leave the class due to increased awareness of problems. Research recommendations include combining study journals with training, feedback or peer support; and collecting subsequent-semester data and data on students’ reasons for departure

    The Nebraska Educator, Volume 6, Issue 2 (2022)

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    Contents Developing Metacognition: Leveraging a Spiral Curriculum to Enhance Strategy-Learning Programming • Matthew Brooks, Educational Psychology A Thematic Analysis of Faculty Advice for Doctoral Students • Alexa Yunes-Koch, Katie Johnson, Teaching, Learning, and Teacher Education Emotional and Attentional Regulation: Impact of Trauma and Journal Writing • Jody-Ann Coore, Educational Psychology From Active Learning Trigonometry to Lecture-Oriented Calculus: Student Interactions • Kelsey Quaisley, Teaching, Learning, and Teacher Education Maximizing Student Citizenship Education • Consuelo Gallardo, Teaching, Learning, and Teacher Education Masked or Unmasked? The Impact of Hidden Facial Expressions on Interpretations of Emotion • Justin Andersson, Educational Psychology, Lauren Thayer, Special Education and Communication Disorders Bridging Metacognition and Executive Function: Enhancing Metacognition Via Development of the Dorsolateral Prefrontal Cortex • Matthew Brooks, Educational Psycholog

    LMS Problem-Posing Academic Relationships Between Faculty and Students: A Post-Intentional Phenomenological Study of Dialogical Relationships in Asynchronous Online Courses

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    Drawing on Freire’s Engaged Pedagogy as a theoretical framework, I investigated the manifestation of dialogical relationships between faculty and students in fully asynchronous online courses. Employing a post-intentional phenomenological methodology, I examined how students and faculty held varying expectations for relationships in asynchronous online courses. The findings revealed that while students preferred transactional exchanges, faculty aspired to foster more profound and more enduring relationships with their students. This divergence can be partly attributed to the transactional exchange structure of Learning Management Systems (LMS), which heavily influences how faculty design and deliver courses and how students participate

    Faculty Supports for Student Self-Regulated Learning: The Varied Benefits of Journaling

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    To support the distal goal of first-year student persistence in college, I developed an intervention to build faculty capacity to support first-year students with self-regulated learning (SRL) in a first-year experience course. Recognizing that faculty are ideally situated to support SRL (Paris & Paris, 2001), the intervention targeted both faculty (n = 4) and students (n = 3) in training and ongoing support. Students were assigned a learning strategies module and weekly SRL journal prompts. Faculty participated in 4.5 hours of training on SRL and the use of student journaling as a form of metacognitive monitoring (cf. Fung et al., 2019; Schmitz & Wiese, 2006). Across a few weeks of reflective journaling, two students each reported using strategies from a few SRL categories, indicating room for growth. Faculty reported slightly higher self-efficacy to support SRL, highlighted positive experiences with student journaling and declared plans to carry intervention-related supports into future semesters. Faculty elaborated a variety of benefits for tracking student SRL
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