VINCE—an on-line tutorial tool for teaching introductory programming

We describe a tutorial tool which allows the execution of a C program to be graphically displayed. VINCE (Visual Instruction for Novices in a C Environment) is written in Java, allowing it to be used on the web. The student can enter their own C code, or select from a menu of pre-written tutorials, each illustrating a particular aspect of programming. The tool provides a simulated map of the computer's memory, showing where pointers and variables are stored. The map is dynamically updated as the program is executed. Explanatory notes for each step are provided. The program's function stack may be viewed. At present, the tool can only deal with syntactically correct C code. The package may be used at http://alife.mic.dundee.ac.uk/growe/VINCE/tutorial01.html     

On study habits on an introductory course on programming

Computer aided assessment systems enable the collection of exact time and date information on students’ activity on a course. These activity patterns reflect students’ study habits and these study habits further predict students’ likelihood to pass or fail a course. By identifying such patterns, those who design the courses can enforce positive study habits and to prevent or minimize habits that lead to poor student performance. Hypothetically, by identifying and adjusting the short-term patterns, the teachers might be able to do the same during the course. This publication examines students’ short-term study habits on an introductory level programming course and presents multiple statistically significant connections between students’ assignment submission patterns and their respective final grades. Students who receive the highest grade start and finish their work early, do not work on weekends, and do not work at night, whereas those who fail the course do not show similar behavior but exhibit significant enrichment among those who work large amounts during the night. Course’s mandatory tutorial sessions that act both as assignment release events and as collaborative assignment solving sessions strongly increase assignment submission counts regardless of the students’ final grades and ensure an early start to solving the assignments, possibly preventing those who would otherwise fail the course from starting their work near deadlines.     

A theory of instruction for introductory programming skills

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.     

基于TPACK模型的程序设计实验课程混合式教学改革

针对传统程序设计实验课程存在的问题,对程序设计实验课程进行混合式教学改革,基于TPACK模型将程序设计学科知识、信息技术、多样化的教学方法和教学理论有效整合到实验教学的实践中,以ARCS动机模型和BLOOM认知规律为理论指导,对在线教学资源、实验题目、实验阶段、实验评价体系进行科学设计,充分调动学生学习积极性,促使实验效果的提升和实验目标的有效达成,使实验教学更加符合"互联网+教育"的学习环境。     

A hybrid and flipped version of an introductory mathematics course for higher education

Abstract

This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment processes to make way for an understanding of lecturers as a collaborative team, trying to transform their own perspective about the learning of mathematics. This experience is an example of the reconceptualisation of the teaching of STEM education that contributes towards a non-formal educational context, promoting lecturers’ education and dialogic transformative learning.     

Observations on an introductory engineering course and suggestions for enhancement

This paper considers an introductory engineering course that surveys engineering success, engineering design and ethics, EXCEL and MATLAB. Concerns and comments of students who took the course are addressed by employing existing successful theories of learning applied in similar situations and observing the students' characteristics and performance. The course improvements include early lectures by the instructor on engineering design and design tools and stressing the need for EXCEL and MATLAB. The improvements also include the assignment of problems in calculus and physics to be solved with EXCEL and MATLAB, the focus on issues according to the interests of students in the different engineering disciplines, and the emphasis on oral and writing presentation skills. Further, the improvements include the motivation of students in understanding the ABET engineering criteria and in developing enthusiasm towards their engineering studies.     

以《网络编程技术》课程为例的工程化教学改革研究

首先阐述了高校计算机课程教育特点,介绍了采用工程化教学方法的目的、意义,突出了在高校课程教学过程中采用工程化教学方法的必要性,然后简述了《网络编程技术》课程教学现状,分析其存在的问题,最后提出“一个中心、两项发展、三重提高”,将工程化教学方法引入《网络编程技术》课程教学过程当中,提高教学质量与学生素质。     

Are four heads better than one? A comparison of cooperative and traditional teaching formats in an introductory biology course

The objective of this experiment was to compare the impact of a cooperative learning format with a traditional lecture-oriented format in the teaching of introductory biology. Differences were found in favor of the cooperative learning format in measures of student satisfaction, the ability to find information on one's own, the acquisition of factual knowledge, and the ability to work with others. The results of this study affirm the viability of using a cooperative learning approach over a traditional lecture format.Judith E. Miller is Director of Educational Development and Professor of Biology and Biotechnology at WPI, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity. James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the M.S.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College.     

Good practices to influence engagement and learning outcomes on a traditional introductory programming course

ABSTRACT

There have been many successful examples of new methodological approaches developed to help students in computer programming courses. Of these approaches, the peer assessment mechanism could be useful in providing students with opportunities to learn from one another, improve their learning experience and reach efficient learning outcomes. The paper presents and analyses an improved system based on the received evaluations of a previously developed web-based programming-assisted environment. This system automatically manages the peer code review process and delivers feedback to peers in a manner that favours the incremental learning of the concepts presented throughout the course. The experimental results are focussed on the impact of this system on students’ programming competence, time management capabilities and student engagement.     

Predicting introductory programming performance: A multi-institutional multivariate study

A model for predicting student performance on introductory programming modules is presented. The model uses attributes identified in a study carried out at four third-level institutions in the Republic of Ireland. Four instruments were used to collect the data and over 25 attributes were examined. A data reduction technique was applied and a logistic regression model using 10-fold stratified cross validation was developed. The model used three attributes: Leaving Certificate Mathematics result (final mathematics examination at second level), number of hours playing computer games while taking the module and programming self-esteem. Prediction success was significant with 80% of students correctly classified. The model also works well on a per-institution level. A discussion on the implications of the model is provided and future work is outlined.     

PASS,an alternative method of teaching introductory psychology

A new teaching method based on positively reinforcing attempts at mastery was introduced and empirically tested to determine its validity. The program, labeled Programmed Achievement Study System (PASS), makes use of traditional learning principles by providing rewards (bonus points) contingent upon reaching specified mastery criteria. Specifically, college students enrolled in introductory psychology were awarded additional points if they demonstrated mastery of concept areas on retake quizzes administered during a given week. PASS students, as compared to a control condition, demonstrated higher performance on a final examination given at the end of the semester. These results suggest that the PASS contingencies are preferable to those contingencies operating in more traditional classrooms. A theoretical rationale based on the principles of operant conditioning is discussed.     

Evaluation of three simulation exercises in an introductory statistics course

This study evaluates the effect of participation in three computer simulation exercises on performance of students enrolled in an introductory statistics class. One-half of the students were required to participate in three computer exercises: means, normal curve, and correlation coefficient estimation. At a later date all students were given a paper-and-pencil test of their ability to quickly estimate statistics. Results demonstrated that the students who participated in the exercises attempted significantly more exercises with greater success than those who did not. Questionnaire results indicated that the students felt that the exercises were useful.     

Changes in metacognitive monitoring accuracy in an introductory physics course

Metacognition and Learning - Student learning in introductory science, technology, engineering, and mathematics (STEM) courses is often self-regulated. For self-regulated learning to be effective,...     

Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy

This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T‐tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In addition, an increase in student collaboration was noted because multiple students were able to view the image at a time. This level of acceptance of virtual microscopy has been reported in previous studies, though this level of increased examination scores is rare. We attribute this to differences between the medical students, with whom this technology has been researched in the past, and undergraduate introductory students. Anat Sci Educ 2:218–226, 2009. © 2009 American Association of Anatomists.     

Matlab在通信原理课程教学中应用案例

在通信原理课程教学过程中,以调幅(AM)信号的调制和解调过程作为教学案例,运用Matlab软件仿真波形,结合数学推导和框图讲解,实际教学效果良好.