Factors affecting success in undergraduate computer programming

The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science

Student perspectives of online learning

The advent of online learning in tertiary education has changed the way students interact with institutions and undertake their studies. All students at Deakin University interact with their courses through an online learning environment. While online learning environments can be evaluated in a number of ways, the perceptions of the key users and their levels of satisfaction with the online learning environment are important measures.This paper presents results of a survey of students studying at Deakin University in 2005. The survey explored their perceptions of learning in the online environment. The results indicate that overall students were enthusiastic about learning in such an environment. The main advantages are the flexibility that it provides and the ability to study when it suits students. The disadvantages include technical issues such as speed of access, and the need to participate regularly. The size and spread of the responses suggest that these outcomes can be generalized for all students studying online.<br /

Accommodating culture and cultural diversity in online teaching

The term \u27culture\u27 has been in common use for a long time. However there is no universally accepted definition and hence it is important to define clearly what culture means in a particular research context. The research reported here is part of a project undertaken at a large Australian university in late 2005. The overall aim of the project was to identify the characteristics of culture and cultural diversity, and to consider how these manifested themselves when teaching and learning in an online environment. The article reports on particular outcomes from the second stage of the project. This involved conducting focus groups with experienced academics and educational developers of online units. The aim was to gain an understanding of culture and cultural difference in the online environment and to consider what strategies were effective in teaching a culturally diverse cohort of online students. The findings from the focus group sessions were benchmarked with other external faculty. The cultural factors of ethnicity and language, attitudes to educational learning, education and prior learning, learning styles and socio-economic background were well supported by the external faculty. However the factors of religion and gender were not supported. Practices for accommodating such cultural differences amongst students within the online class are presented.<br /

A review of e-learning technologies – opportunities for teaching and learning

The number of different e-learning technologies available to support teaching and learning is growing exponentially. A major issue for faculty and educational developers in higher education is to determine which e-learning technology is most appropriate to support their particular teaching needs and provide optimum learning opportunities for students. Over the last few years a vast amount of literature has been published on e-learning technologies and how they are used in education Therefore the decision to use a particular technology should be based on sound research and clear evidence. This paper reviews many of these e-learning technologies and provides information regarding their use and the opportunities afforded by them.<br /

Problem-based learning in an online IT professional practice course

Educational research suggests that Problem-Based Learning (PBL) is a pedagogy that fosters a deeper understanding of the curriculum and provides students with processes and skills for lifelong learning. According to the literature this pedagogy appears to be a suitable one for teaching undergraduate information technology, yet adoption of PBL in information technology tertiary education appears to be slow. This paper discusses characteristics and processes of PBL and describes how the approach will be used in teaching information technology professional practice. The course described will be offered to information technology students in their final year of study and will be delivered wholly online. The course will not only provide best practice aspects of PBL but it will also provide students with the opportunity of undertaking authentic tasks using multimedia resources that simulate the real world.<br /

Providing process for projects in capstone courses

Our capstone course has undergone a number of evolutionary changes over the past few years. It was restructured to provide more realistic experiential learning with the introduction of larger software development projects involving \u27real clients (sponsors)\u27 and larger student teams with a mix of students across disciplines. We have introduced a project management focus into the course that allows for a more structured process of product development. This restructure was possible because the curriculum prior to the project course emphasized teamwork and project management.This paper provides some background about our capstone course and the significance of the contribution made by two other courses taken earlier in the programme. <br /

Foundation software engineering practices for capstone projects and beyond

This paper outlines an introductory course in software engineering undertaken by computing students at Deakin University. The course focuses on areas of that are often not emphasized in introductory software engineering. These areas include formal problem solving, management of software development, communication, and working in groups. The approach includes the application of concepts in a collaborative group setting. Enhancements to the course have been made over a number of semesters and evidence suggests that our overall approach is working. The skills acquired by students taking this course can be applied to later courses in software engineering, particularly the capstone project course, and to professional life <br /

Teaching IT professional practice with virtual teams

The ability to communicate effectively as part of a virtual team working in the online environment is a valuable skill to have in the modern e-workplace. Such skills can be difficult to develop in undergraduate students. This paper reports on a professional practice unit situated in a web 2.0 environment that aims to develop students\u27 teamwork skills. The paper also reports on research that sought to gain understanding of the student experience of interacting online in virtual teams. The results showed that students value the virtual teamwork experience, finding it useful and relevant for their future careers. The student perceptions of various aspects of virtual teamwork have improved with each subsequent offering of the unit.<br /

Using virtual meeting spaces for work integrated learning

Work integrated learning activities provide students with the opportunity to apply the knowledge and skills they have developed through their tertiary education to authentic work place problems. This paper reports on the outcome of a virtual work integrated learning activity undertaken by third year IT students. Students used a synchronous communication tool to participate in meetings with their virtual teammates. They were required to produce minutes and a report of their meeting. The majority of students completed the exercise successfully with some student groups using the meeting facility for subsequent collaboration during the remainder of the unit.<br /