Why computing students learn on their own: motivation for self-directed learning of computing

In this article, we address the question of why computing students choose to learn computing topics on their own. A better understanding of why some students choose to learn on their own may help us to motivate other students to develop this important skill. In addition, it may help in curriculum design; if we need to leave some topics out of our expanding curriculum, a good choice might be those topics that students readily learn on their own. Based on a thematic analysis of 17 semistructured interviews, we found that computing students’ motivations for self-directed learning fall into four general themes: projects, social and peer interactions, joy of learning, and fear. Under these, we describe several more specific subthemes, illustrated in the words of the students. The project-related and social motivations are quite prominent. Although these motivations appear in the literature, they received greater emphasis from our interviewees. Perhaps most characteristic of computing is the motivation to learn to complete some project, both projects done for fun and projects required for school or work.</jats:p

Can Graduating Students Design Software Systems?

This paper examines software designs produced by students nearing completion of their Computer Science degrees. The results of this multi-national, multi-institutional experiment present some interesting implications for educators

Competencies for paradigm shift 'survival'.

The rapid development in the IT area brings a series of shifts, in underlying theories, technology and work practices. In the normal course of events, most changes are evolutionary, with small, incremental improvements being made to theoretical understanding or practical application. Occasionally, however, changes occur of such magnitude that they do not just alter current operational practice but require a thorough reappraisal of the underlying assumptions on which that practice is based. In short, they require a review of the dominant way of thinking, or paradigm. Ability to adapt to evolving circumstances is critical, not only for industrial and commercial organisations, but also for individual employees, to survive and remain successful during paradigm shifts. How can we prepare our students so they can survive in a working life characterized by frequent paradigm shifts? It is important that CS and IT education prepares students for coping with shifts induced by technological development in their future careers, that students develop the competencies needed. To understand what competencies are needed, it is important to investigate characteristics among employees that have flourished in earlier paradigm shifts and not least to build knowledge on how to develop learning environments where such competencies and personal characteristics can be achieved This paper is about setting the stage for an action research project aimed at enhancing education with regard to being able to survive paradigm shifts in the IT industry

Novice Students ’ Learning of Object-Oriented Programming

This thesis investigates students ’ experiences of learning to program. Learning concepts as well as both learning and using advanced resources like computers and compilers. The learning experience is affected by factors like students ’ motives to learn and their general understanding of what learning to program means. These issues form the basis for the four research themes addressed in this thesis, specifically: students ’ experiences of what learning to program means; how students understand central concepts in programming; how students use and experience help from resources; and students’ motives to learn to program. The thesis presents a qualitative study on novice students ’ experiences of learning object-oriented programming. Data was collected via semistructured interviews. The interviews were analysed mainly using a phenomenographic research approach. The analysis resulted in the formulatio

Ways of Thinking and Practising in Introductory Programming

In computer programming education it is generally acknowledged that students learn practical skills and concepts largely by practising. In addition it is widely reported that many students face great difficulties in their learning, despite great efforts during many decades to improve programming education. The paper investigates and discusses the relation between novice computer programming students' conceptual and practical learning. To this end the present research uses Ways of Thinking and Practising, WTP as a theoretical framework. In the present research Thinking is discussed in terms of students' learning of concepts, while Practising is discussed as common novice students' programming activities. Based on two empirical studies it is argued that there exists a mutual and complex dependency between conceptual learning and practise in students' learning process. It is hard to learn one without the other, and either of them can become an obstacle that hinders further learning. Empirical findings point to the need to research the relationship between conceptual understanding and practise to better understand students' learning process. The paper demonstrates a way to research how students' learning of practise and concepts are related. Results from a phenomenographic analysis on novice programming students' understanding of some central concepts are combined with an analysis based on elements from variation theory of the students' programming activities. It is shown that different levels of proficiency in programming activities as well as qualitatively different levels of conceptual understandings are related to dimensions of variation. The dimensions of variation serve as interfaces between the activities and conceptual understandings. If a dimension is discerned, this can facilitate coming to richer conceptual understandings and learning additional activities