Animated examples as practice content in a Java programming course

Code examples are commonly used learning resources that help students grasp various programming structures and concepts. However, example code usually requires explanations about what each line or part of the code does. Otherwise, students may find it difficult to follow an example. In this paper, we compare two types of code examples that use different techniques to describe important concepts in the code: annotated and animated examples. The former displays an explanation for a subset of lines in plain text, whereas the latter visualizes code execution. We studied the use and impact of these enhanced examples, provided as non-mandatory practice content, in three introductory Java courses. Our results suggest that animated examples are more engaging and have a positive impact on students' learning. As compared to annotated examples, students spent more time with animated examples and more likely completed them. Also, a positive relationship was found between the number of explored animated examples and the overall course grade

On the value of using an interactive electronic textbook in an introductory programming course

E-books including interactive elements are rapidly becoming more popular and are likely to largely replace traditional textbooks at university level education. In this paper, we report our initial observations on the changes we noticed in students’ motivational factors and learning results when a static PDF textbook was replaced by an interactive e-textbook in a large CS1 service course. We found increase in both motivational factors, as well as learning gain. In addition, students’ feedback on the learning resources improved. While the changes were not large, they encourage to continue integrating more interactive learning content into course learning environment

The Merits of Playing It by the Book: Routine versus Deliberate Learning and the Development of Dynamic Capabilities

In this study, we investigate the nature of dynamic capabilities and use a fine-grained measurement to test how centralization, routinization, and formalization relate to the underlying learning components of dynamic capabilities. We find that the effects of our three dimensions of managerial practices are broadly similar for almost all components of dynamic capabilities, and that only a few show a different pattern. Centralization and routinization are negatively related to dynamic capabilities, formalization is shown to have a significantly positive effect. We provide insights into the role of three dimensions of managerial practice by explaining variation among the learning components of dynamic capabilities. This has implications for the nature and development of dynamic capabilities as well as for the routine versus deliberate learning debate

The multiplicity of performance management systems:Heterogeneity in multinational corporations and management sense-making

This field study examines the workings of multiple performance measurement systems (PMSs) used within and between a division and Headquarters (HQ) of a large European corporation. We explore how multiple PMSs arose within the multinational corporation. We first provide a first‐order analysis which explains how managers make sense of the multiplicity and show how an organization's PMSs may be subject to competing processes for control that result in varied systems, all seemingly functioning, but with different rationales and effects. We then provide a second‐order analysis based on a sense‐making perspective that highlights the importance of retrospective understandings of the organization's history and the importance of various legitimacy expectations to different parts of the multinational. Finally, we emphasize the role of social skill in sense‐making that enables the persistence of multiple systems and the absence of overt tensions and conflict within organizations

Management control systems in innovation companies: A literature based framework

Past research has traditionally argued that management control systems (MCSs) may present a hindrance to the creativity of innovation companies. This theoretical paper surveys the literature to focus an investigation on the MCSs of innovation companies. Within the object of control paradigm the paper develops and presents a theoretical model of the impact of eleven external, organisational and innovation related contingency factors on the MCSs in companies that engage in innovation activities. We also suggest measures for further empirical research. By formulating hypotheses on 43 potential interactions the model predicts contradictory influences on two direct control categories, results and action control, but stresses the importance of two indirect categories, personnel and cultural control. More specifically, the high levels of technological complexity and innovation capability in this type of company are expected to be negatively associated with the application of results and action control, whereas personnel and cultural seem to be more appropriate. Furthermore, important sources of finance, venture capital and public funding, are both hypothesised to be positively associated with the application of results, action and personnel control; whereas only public funding is predicted to be positively related to the application of cultural control. The principal contribution of this paper lies in synthesising the literature to provide a model of the impact of a unique set of eleven contingency factors for innovation companies on a broad scope of controls. In addition, the contingency model, if empirically validated, would add value by inferring the particular forms of management control which would be beneficial in innovative company settings. © 2014 Springer-Verlag Berlin Heidelberg