Utilizing educational technology in computer science and programming courses : theory and practice

There is one thing the Computer Science Education researchers seem to agree: programming is a difficult skill to learn. Educational technology can potentially solve a number of difficulties associated with programming and computer science education by automating assessment, providing immediate feedback and by gamifying the learning process. Still, there are two very important issues to solve regarding the use of technology: what tools to use, and how to apply them? In this thesis, I present a model for successfully adapting educational technology to computer science and programming courses. The model is based on several years of studies conducted while developing and utilizing an exercise-based educational tool in various courses. The focus of the model is in improving student performance, measured by two easily quantifiable factors: the pass rate of the course and the average grade obtained from the course. The final model consists of five features that need to be considered in order to adapt technology effectively into a computer science course: active learning and continuous assessment, heterogeneous exercise types, electronic examination, tutorial-based learning, and continuous feedback cycle. Additionally, I recommend that student mentoring is provided and cognitive load of adapting the tools considered when applying the model. The features are classified as core components, supportive components or evaluation components based on their role in the complete model. Based on the results, it seems that adapting the complete model can increase the pass rate statistically significantly and provide higher grades when compared with a “traditional” programming course. The results also indicate that although adapting the model partially can create some improvements to the performance, all features are required for the full effect to take place. Naturally, there are some limits in the model. First, I do not consider it as the only possible model for adapting educational technology into programming or computer science courses. Second, there are various other factors in addition to students’ performance for creating a satisfying learning experience that need to be considered when refactoring courses. Still, the model presented can provide significantly better results, and as such, it works as a base for future improvements in computer science education.Ohjelmoinnin oppimisen vaikeus on yksi harvoja asioita, joista lähes kaikki tietojenkäsittelyn opetuksen tutkijat ovat jokseenkin yksimielisiä. Opetusteknologian avulla on mahdollista ratkaista useita ohjelmoinnin oppimiseen liittyviä ongelmia esimerkiksi hyödyntämällä automaattista arviointia, välitöntä palautetta ja pelillisyyttä. Teknologiaan liittyy kuitenkin kaksi olennaista kysymystä: mitä työkaluja käyttää ja miten ottaa ne kursseilla tehokkaasti käyttöön? Tässä väitöskirjassa esitellään malli opetusteknologian tehokkaaseen hyödyntämiseen tietojenkäsittelyn ja ohjelmoinnin kursseilla. Malli perustuu tehtäväpohjaisen oppimisjärjestelmän runsaan vuosikymmenen pituiseen kehitys- ja tutkimusprosessiin. Mallin painopiste on opiskelijoiden suoriutumisen parantamisessa. Tätä arvioidaan kahdella kvantitatiivisella mittarilla: kurssin läpäisyprosentilla ja arvosanojen keskiarvolla. Malli koostuu viidestä tekijästä, jotka on otettava huomioon tuotaessa opetusteknologiaa ohjelmoinnin kursseille. Näitä ovat aktiivinen oppiminen ja jatkuva arviointi, heterogeeniset tehtävätyypit, sähköinen tentti, tutoriaalipohjainen oppiminen sekä jatkuva palautesykli. Lisäksi opiskelijamentoroinnin järjestäminen kursseilla ja järjestelmän käyttöönottoon liittyvän kognitiivisen kuorman arviointi tukevat mallin käyttöä. Malliin liittyvät tekijät on tässä työssä lajiteltu kolmeen kategoriaan: ydinkomponentteihin, tukikomponentteihin ja arviontiin liittyviin komponentteihin. Tulosten perusteella vaikuttaa siltä, että mallin käyttöönotto parantaa kurssien läpäisyprosenttia tilastollisesti merkittävästi ja nostaa arvosanojen keskiarvoa ”perinteiseen” kurssimalliin verrattuna. Vaikka mallin yksittäistenkin ominaisuuksien käyttöönotto voi sinällään parantaa kurssin tuloksia, väitöskirjaan kuuluvien tutkimusten perusteella näyttää siltä, että parhaat tulokset saavutetaan ottamalla malli käyttöön kokonaisuudessaan. On selvää, että malli ei ratkaise kaikkia opetusteknologian käyttöönottoon liittyviä kysymyksiä. Ensinnäkään esitetyn mallin ei ole tarkoituskaan olla ainoa mahdollinen tapa hyödyntää opetusteknologiaa ohjelmoinnin ja tietojenkäsittelyn kursseilla. Toiseksi tyydyttävään oppimiskokemukseen liittyy opiskelijoiden suoriutumisen lisäksi paljon muitakin tekijöitä, jotka tulee huomioida kurssien uudelleensuunnittelussa. Esitetty malli mahdollistaa kuitenkin merkittävästi parempien tulosten saavuttamisen kursseilla ja tarjoaa sellaisena perustan entistä parempaan opetukseen

Peat as a source of nitrogen for plants in pot culture

Results are reported of a pot experiment in which four successive oat crops were grown with peat as the only source of nitrogen. Eight samples from virgin peat lands representing different land qualities were used. The samples were air-dried and ground which is known to increase markedly the amount of ammonium nitrogen in peat. Some data from incubation experiments were compared with the uptake of peat nitrogen by plants. The results did not agree with the earlier conception that the Carex-peats are superior to the Sphagnum-peats, particularly in regard to the availability of peat nitrogen. Under the conditions of pot culture and incubation experiments some of the fairly poor Carex-Sphagnum peats were markedly better as supplyers of nitrogen to the plants than were e.g. samples of Bryales-Carex peat and eutrophic Sphagnum-Carex peat of the present study. The uptake of nitrogen by plants from the peat samples was often lower than the amounts of mineral nitrogen accumulated in short-time incubation experiments. The possible reasons for this discrepance was discussed. It was pointed out that in pot experiments these air-dried and ground peat proved to produce higher yields without phosphorus fertilizers than without application of nitrogen, at least in the first year

Long term effects on technology enhanced learning : The use of weekly digital lessons in mathematics

In this study we investigate the effects of long-term technology enhanced learning (TEL) in mathematics learning performance and fluency, and how technology enhanced learning can be integrated into regular curriculum. The study was conducted in five second grade classes. Two of the classes formed a treatment group and the remaining three formed a control group. The treatment group used TEL in one mathematics lesson per week for 18 to 24 months. Other lessons were not changed. The difference in learning performance between the groups tested using a post-test; for that, we used a mathematics performance test and a mathematics fluency test. The results showed that the treatment group using TEL got statistically significantly higher learning performance results compared to the control group. The difference in arithmetic fluency was not statistically significant even though there was a small difference in favor of the treatment group. However, the difference in errors made in the fluency test was statistically significant in favor of the treatment group.Peer reviewe

Influence of temperature upon the mobilization of nitrogen in peat

The preliminary experiments the results of which are recorded in the present paper, have been carried out in order to obtain some information on the microbiological and chemical mobilization of peat nitrogen at various temperatures. In the incubation experiment at 5°, 20°, 35°, 50°, and 65CC the accumulation of ammonia nitrogen increased with a rising temperature except in the limed series where a minimum was found at 20°. The maximum of nitrate-nitrogen lay at 20 in both the series. The amount of nitrite-nitrogen was almost negligible in all the samples. The mineral nitrogen in the samples incubated at 50° and 65° represented 10—20 % of the total nitrogen. Thus, the organic nitrogen in peat soils can be mobilized to a marked extent, if the conditions are favourable. Accumulation of mineral nitrogen could be stated also at the lower temperatures where the reutilization of released nitrogen in the synthesis of new microbial substance is always more intensive than in the range of thermophilic organisms. Even at 5° a release of nitrogen was noticable. In these experiments liming did not show any beneficial effect upon the accumulation of mineral nitrogen, on the contrary, the values for total nitrogen and ammonia nitrogen were lower in the limed series. The nitrate formation was generally somewhat higher in the limed samples than in the corresponding unlimed ones. It was supposed that the considerable increase in the ammonia content of the samples incubated at 50° and 65° was partly due to purely chemical transformations, since the mere heating of moist samples at 75° for two hours brought about a marked accumulation of ammonia nitrogen. The treatment with dry heat was less effective except when the temperature was raised to 200° in which case a carbonization of the peat took place. The losses of organic matter and of total nitrogen due to the heating were almost negligible at the temperatures below 150°. At 150° and at 200°, respectively, about one tenth and one third of the organic matter was burnt up, and the losses of total nitrogen corresponded to approximately one half of the decrease in dry matter. On the basis of the results reported above valid conclusions ought not to be drawn, since the material is too scarce. However, these experiments indicate that reasons for further research exist