Pub Date : 2022-01-27DOI: 10.1080/08993408.2022.2029046
Anja Hawlitschek, André Dietrich, S. Zug
ABSTRACT Background and Context During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance. Objective The aim of the study is to investigate types of guidance which are effective for students with heterogenous programming knowledge and skills solving programming tasks in a remote laboratory. Method We carried out two studies with a single factor pre-post-design with guidance (basic/enhanced) as a between-subjects factor. Findings In study 1, we implemented enhanced guidance in the form of prompts in the introduction to the tasks. Whereas we found no differences in learning outcome or extraneous cognitive load, students in the enhanced guidance group reported less intrinsic motivation, and logfiles revealed a lower programming performance. In study 2, we implemented enhanced guidance in the form of adaptive just-in-time explanations for error streaks. Enhanced guidance led to a lower extraneous cognitive load, and this way increased learning outcome. Implications The type and timing of instructional guidance for students in computer science matters. More guidance is not better in each case. Instructional guidance should be tailored to students’ needs.
{"title":"Effects of different types of guidance on students’ motivation and learning in a remote laboratory in computer science","authors":"Anja Hawlitschek, André Dietrich, S. Zug","doi":"10.1080/08993408.2022.2029046","DOIUrl":"https://doi.org/10.1080/08993408.2022.2029046","url":null,"abstract":"ABSTRACT Background and Context During online learning, it is essential to provide instructional guidance to support learning. However, guidance can be given in different forms and quantities. Thus, one important challenge is to provide the right amount and type of instructional guidance. Objective The aim of the study is to investigate types of guidance which are effective for students with heterogenous programming knowledge and skills solving programming tasks in a remote laboratory. Method We carried out two studies with a single factor pre-post-design with guidance (basic/enhanced) as a between-subjects factor. Findings In study 1, we implemented enhanced guidance in the form of prompts in the introduction to the tasks. Whereas we found no differences in learning outcome or extraneous cognitive load, students in the enhanced guidance group reported less intrinsic motivation, and logfiles revealed a lower programming performance. In study 2, we implemented enhanced guidance in the form of adaptive just-in-time explanations for error streaks. Enhanced guidance led to a lower extraneous cognitive load, and this way increased learning outcome. Implications The type and timing of instructional guidance for students in computer science matters. More guidance is not better in each case. Instructional guidance should be tailored to students’ needs.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"375 - 399"},"PeriodicalIF":2.7,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42300550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-16DOI: 10.1080/08993408.2021.2022361
S. Schulz, Sarah Berndt, Anja Hawlitschek
ABSTRACT Background and Context Collaborative and cooperative learning is important to prepare students for their future work and to increase their learning performance in university courses. Several studies have shown promising results regarding team activities, such as pair programming. However, there is little information on how teamwork is currently included in university courses for computer science students and the specific obstacles to its successful inclusion. Objective To get an overview of the implementation of teamwork in computer science courses, we interviewed students and lecturers. We examined which cooperative and collaborative learning methods are implemented, which goals are pursued, and how the teamwork is guided and assessed. Method Semi-structured interviews with 25 lecturers and students were conducted in three universities in Germany. We analyzed the students’ data separately from the teachers’ data, in a content analysis, and discuss both views in the end. Findings Courses lack instructional design and guidance by the lecturer, and students wish to get more instructions and explanations in using collaborative tools. Implications To successfully include teamwork in computer science courses the following aspects are crucial: thorough instructional design of collaborative and cooperative learning activities based on learning objectives, learner characteristics, contextual factors, and alignment of assessment.
{"title":"Exploring students’ and lecturers’ views on collaboration and cooperation in computer science courses - a qualitative analysis","authors":"S. Schulz, Sarah Berndt, Anja Hawlitschek","doi":"10.1080/08993408.2021.2022361","DOIUrl":"https://doi.org/10.1080/08993408.2021.2022361","url":null,"abstract":"ABSTRACT Background and Context Collaborative and cooperative learning is important to prepare students for their future work and to increase their learning performance in university courses. Several studies have shown promising results regarding team activities, such as pair programming. However, there is little information on how teamwork is currently included in university courses for computer science students and the specific obstacles to its successful inclusion. Objective To get an overview of the implementation of teamwork in computer science courses, we interviewed students and lecturers. We examined which cooperative and collaborative learning methods are implemented, which goals are pursued, and how the teamwork is guided and assessed. Method Semi-structured interviews with 25 lecturers and students were conducted in three universities in Germany. We analyzed the students’ data separately from the teachers’ data, in a content analysis, and discuss both views in the end. Findings Courses lack instructional design and guidance by the lecturer, and students wish to get more instructions and explanations in using collaborative tools. Implications To successfully include teamwork in computer science courses the following aspects are crucial: thorough instructional design of collaborative and cooperative learning activities based on learning objectives, learner characteristics, contextual factors, and alignment of assessment.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"318 - 341"},"PeriodicalIF":2.7,"publicationDate":"2022-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41379430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/08993408.2022.2048459
Brian Dorn, Jan Vahrenhold
and showcase how small variations of a microworld result in a different pedagogical focus. The authors conclude by discussing how to tailor general measures for code analysis to the case of microworlds. In doing so, they encourage and support researchers who want to apply principles and methods from educational data mining to the case of block-based programming involving microworlds and puzzles.
{"title":"Editorial","authors":"Brian Dorn, Jan Vahrenhold","doi":"10.1080/08993408.2022.2048459","DOIUrl":"https://doi.org/10.1080/08993408.2022.2048459","url":null,"abstract":"and showcase how small variations of a microworld result in a different pedagogical focus. The authors conclude by discussing how to tailor general measures for code analysis to the case of microworlds. In doing so, they encourage and support researchers who want to apply principles and methods from educational data mining to the case of block-based programming involving microworlds and puzzles.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"1 - 2"},"PeriodicalIF":2.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1080/08993408.2021.1953295
Kristina von Hausswolff
{"title":"Practical thinking while learning to program - novices' experiences and hands-on encounters","authors":"Kristina von Hausswolff","doi":"10.1080/08993408.2021.1953295","DOIUrl":"https://doi.org/10.1080/08993408.2021.1953295","url":null,"abstract":"","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"32 1","pages":"128-152"},"PeriodicalIF":2.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1953295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59548643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.1080/08993408.2021.2022362
Jessica Yauney, S. Bartholomew, P. Rich
ABSTRACT Background and Context Hour of Code is one of the largest educational campaigns implemented. It exposes millions of learners, to an hour of computer science fundamentals. With such a large impact, a large number of research articles have been published on the topic. This research ranges from reports of experiments testing the efficacy of Hour of Code and analysis of learner behavior, to reports of participation and suggestions for facilitating. Objective The goal of this work is to determine the effects of Hour of Code on Computer Science education. Method Articles in IEEE Xplore, ACM, EBSCO, ERIC, and Google Scholar that include “Hour of Code” were identified. Papers with “Hour of Code” as an emphasis of the research design or exploratory effort were analyzed. Findings Systematic review identified 64 papers which were sorted into six categories. Papers focused on overall participation numbers to novel Hour of Code Activities and research using Hour of Code data. Implications Analysis of these articles provides detail into the impact of Hour of Code on participants and influences resources for researchers. However, many questions remain to understand how Hour of Code can improve to meet its goals, expanding access to computer science to all students.
{"title":"A systematic review of “Hour of Code” research","authors":"Jessica Yauney, S. Bartholomew, P. Rich","doi":"10.1080/08993408.2021.2022362","DOIUrl":"https://doi.org/10.1080/08993408.2021.2022362","url":null,"abstract":"ABSTRACT Background and Context Hour of Code is one of the largest educational campaigns implemented. It exposes millions of learners, to an hour of computer science fundamentals. With such a large impact, a large number of research articles have been published on the topic. This research ranges from reports of experiments testing the efficacy of Hour of Code and analysis of learner behavior, to reports of participation and suggestions for facilitating. Objective The goal of this work is to determine the effects of Hour of Code on Computer Science education. Method Articles in IEEE Xplore, ACM, EBSCO, ERIC, and Google Scholar that include “Hour of Code” were identified. Papers with “Hour of Code” as an emphasis of the research design or exploratory effort were analyzed. Findings Systematic review identified 64 papers which were sorted into six categories. Papers focused on overall participation numbers to novel Hour of Code Activities and research using Hour of Code data. Implications Analysis of these articles provides detail into the impact of Hour of Code on participants and influences resources for researchers. However, many questions remain to understand how Hour of Code can improve to meet its goals, expanding access to computer science to all students.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41919916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-13DOI: 10.1080/08993408.2021.2011570
Katie N. Smith, Julia C. Lapan
ABSTRACT Background and Context Women are severely underrepresented in computer science (CS). Understanding varied entry points into CS may promote women’s participation in the field. Objective This study identifies experiences that influenced women’s matriculation into CS majors, and pathways into CS based on participants’ enrollment in bachelor of arts (BA) or bachelor of science (BS) degree programs. Method Semi-structured interviews were conducted with 13 women completing CS bachelor’s degrees at a public institution in the U.S. Findings Findings show different entry points into CS based on whether women matriculated into the site institution’s College of Engineering (pursued a BS degree) or College of Arts and Sciences (BA degree). For most, introductory CS courses were critical to choosing a CS major. BS students entered college with existing STEM interests and received early exposure to CS via curricular requirements. BA students entered CS courses and majors comparatively later, often based on social encouragement. Implications Degree program structures and curricula influence students’ exposure to CS and their major choices. Since most BA participants did not consider a CS major until their second year, flexible curricula can provide critical access for students with limited computing experience.
{"title":"Examining women’s differential pathways into computer science by BA and BS degree programs","authors":"Katie N. Smith, Julia C. Lapan","doi":"10.1080/08993408.2021.2011570","DOIUrl":"https://doi.org/10.1080/08993408.2021.2011570","url":null,"abstract":"ABSTRACT Background and Context Women are severely underrepresented in computer science (CS). Understanding varied entry points into CS may promote women’s participation in the field. Objective This study identifies experiences that influenced women’s matriculation into CS majors, and pathways into CS based on participants’ enrollment in bachelor of arts (BA) or bachelor of science (BS) degree programs. Method Semi-structured interviews were conducted with 13 women completing CS bachelor’s degrees at a public institution in the U.S. Findings Findings show different entry points into CS based on whether women matriculated into the site institution’s College of Engineering (pursued a BS degree) or College of Arts and Sciences (BA degree). For most, introductory CS courses were critical to choosing a CS major. BS students entered college with existing STEM interests and received early exposure to CS via curricular requirements. BA students entered CS courses and majors comparatively later, often based on social encouragement. Implications Degree program structures and curricula influence students’ exposure to CS and their major choices. Since most BA participants did not consider a CS major until their second year, flexible curricula can provide critical access for students with limited computing experience.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"237 - 259"},"PeriodicalIF":2.7,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47279583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1080/08993408.2021.1993666
Lijun Ni, Gillian Bausch, Rebecca Benjamin
ABSTRACT Background & Context Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by establishing PLCs for CS teachers. Objective This study aims to conduct a systematic literature review of recent research on K-12 CS teacher PD, with an explicit exploration of PLCs. Method Based on 48 selected articles of 41 programs, this study explored features that contributed to the effectiveness of PD, including (1) PD goals, (2) theoretical frameworks and PD models, (3) curriculum and pedagogy, (4) programming tools, (5) program structure and approach, and (6) PD evaluation. We also examined whether and how these programs were dedicated to establishing PLCs. Findings Findings indicate a considerable increase in the number of studies on CS teacher PD . More programs saw the promising roles of PLCs and explored a variety of approaches for community building and promoting teacher learning. Implications PLCs have immense potential for teacher development, including breaking teacher isolation and fostering collaboration. More research can enlighten the efforts for CS teacher preparation and development.
{"title":"Computer science teacher professional development and professional learning communities: a review of the research literature","authors":"Lijun Ni, Gillian Bausch, Rebecca Benjamin","doi":"10.1080/08993408.2021.1993666","DOIUrl":"https://doi.org/10.1080/08993408.2021.1993666","url":null,"abstract":"ABSTRACT Background & Context Many efforts have been dedicated to building computer science (CS) teacher capacity through offering professional development (PD) programs. Previous reviews indicated the need to offer more continual support for teachers. Recent research has shifted its focus to scaling up PD and sustaining teaching capacity by establishing PLCs for CS teachers. Objective This study aims to conduct a systematic literature review of recent research on K-12 CS teacher PD, with an explicit exploration of PLCs. Method Based on 48 selected articles of 41 programs, this study explored features that contributed to the effectiveness of PD, including (1) PD goals, (2) theoretical frameworks and PD models, (3) curriculum and pedagogy, (4) programming tools, (5) program structure and approach, and (6) PD evaluation. We also examined whether and how these programs were dedicated to establishing PLCs. Findings Findings indicate a considerable increase in the number of studies on CS teacher PD . More programs saw the promising roles of PLCs and explored a variety of approaches for community building and promoting teacher learning. Implications PLCs have immense potential for teacher development, including breaking teacher isolation and fostering collaboration. More research can enlighten the efforts for CS teacher preparation and development.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"29 - 60"},"PeriodicalIF":2.7,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47833487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-28DOI: 10.1080/08993408.2021.1983305
Y. Kolikant, Sarah Genut
ABSTRACT Background and Context In line with interest in recruiting underrepresented groups to CS studies, our study dealt with Israeli Hasidic young women who successfully studied CS at an academic institute. Objective We investigated what factors governed Hasidic young women’s decision to enrol in a CS program and shaped their studying experience. Method Interviews with 10 final-year students on their decision to study CS and their experience of it, were followed by a questionnaire administrated to all the students in the programme. We compared the Hasidic students’ grades to other female students in identical programs. Repeated measures ANOVA enabled us to rank the factors according to their importance to the participants. Findings While economic status was a powerful motivating factor, the specific programme was chosen due students’ desire to be socially isolated. Students were constantly distracted by encounters with the outside world. Nevertheless, and despite their economic difficulties and wide knowledge gaps, their academic achievements were similar to those of other female groups. Implications This group was unique in terms of the factors underlying their decision to enrol in a CS program. Attempts to expand the diversity of CS students would benefit from understanding the unique context of the underrepresented group.
{"title":"Change in order not to change: ultraorthodox hasidic women’s experience in studying computer science","authors":"Y. Kolikant, Sarah Genut","doi":"10.1080/08993408.2021.1983305","DOIUrl":"https://doi.org/10.1080/08993408.2021.1983305","url":null,"abstract":"ABSTRACT Background and Context In line with interest in recruiting underrepresented groups to CS studies, our study dealt with Israeli Hasidic young women who successfully studied CS at an academic institute. Objective We investigated what factors governed Hasidic young women’s decision to enrol in a CS program and shaped their studying experience. Method Interviews with 10 final-year students on their decision to study CS and their experience of it, were followed by a questionnaire administrated to all the students in the programme. We compared the Hasidic students’ grades to other female students in identical programs. Repeated measures ANOVA enabled us to rank the factors according to their importance to the participants. Findings While economic status was a powerful motivating factor, the specific programme was chosen due students’ desire to be socially isolated. Students were constantly distracted by encounters with the outside world. Nevertheless, and despite their economic difficulties and wide knowledge gaps, their academic achievements were similar to those of other female groups. Implications This group was unique in terms of the factors underlying their decision to enrol in a CS program. Attempts to expand the diversity of CS students would benefit from understanding the unique context of the underrepresented group.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"211 - 236"},"PeriodicalIF":2.7,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45877777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-29DOI: 10.1080/08993408.2021.1970435
C. Mouza, S. Sheridan, Nancy C. Lavigne, L. Pollock
ABSTRACT Background and Context A key challenge in advancing computer science education in K-12 schools is teacher preparation and support. School-university partnerships and service-learning programs where undergraduates assist teachers represent one promising approach to supporting K-12 computer science teaching. Objectives In this work, we examine the computer science content and pedagogical practices that undergraduates knowledgeable in computing reported implementing in order to support K-12 teachers in their classrooms as part of a university service-learning course. Method Data were collected from 60 undergraduates enrolled in the course over nine semesters. Data included weekly reflective entries, course observations, observations in K-12 classrooms, and collection of artifacts. Data were analyzed using qualitative techniques and descriptive statistics to identify dimensions of high-quality computer science content and pedagogy reported by undergraduates. Findings Findings indicated that undergraduates were able to connect knowledge of computing to pedagogy and technology to assist teachers in the implementation of computer science instruction. Specifically, undergraduates worked with partner teachers to employ high quality content and practices that made computer science accessible to students. Implications Findings from this work are important as different models are considered for how to provide professional development and/or support K-12 teachers in building knowledge needed for sustainable computer science teaching.
{"title":"Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field","authors":"C. Mouza, S. Sheridan, Nancy C. Lavigne, L. Pollock","doi":"10.1080/08993408.2021.1970435","DOIUrl":"https://doi.org/10.1080/08993408.2021.1970435","url":null,"abstract":"ABSTRACT Background and Context A key challenge in advancing computer science education in K-12 schools is teacher preparation and support. School-university partnerships and service-learning programs where undergraduates assist teachers represent one promising approach to supporting K-12 computer science teaching. Objectives In this work, we examine the computer science content and pedagogical practices that undergraduates knowledgeable in computing reported implementing in order to support K-12 teachers in their classrooms as part of a university service-learning course. Method Data were collected from 60 undergraduates enrolled in the course over nine semesters. Data included weekly reflective entries, course observations, observations in K-12 classrooms, and collection of artifacts. Data were analyzed using qualitative techniques and descriptive statistics to identify dimensions of high-quality computer science content and pedagogy reported by undergraduates. Findings Findings indicated that undergraduates were able to connect knowledge of computing to pedagogy and technology to assist teachers in the implementation of computer science instruction. Specifically, undergraduates worked with partner teachers to employ high quality content and practices that made computer science accessible to students. Implications Findings from this work are important as different models are considered for how to provide professional development and/or support K-12 teachers in building knowledge needed for sustainable computer science teaching.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"3 - 28"},"PeriodicalIF":2.7,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.1080/08993408.2021.1959174
M. B. Ada, M. Foster
ABSTRACT Background and Context Objective This study explores postgraduate students’ perceptions of the modified team-based learning instructional approach used to teach it and the extent to which the Bootcamp course improves their practical skills. Method In the beginning, participants (n = 185) were asked to rate their practical experience on the taught topics. At the end of ProgSD in S1 and Semester 2 (S2) during the Covid19 lockdown, respondents (n = 150 and n = 43, respectively) were surveyed on their perceptions of ProgSD. Wilcoxon test, Mann-Whitney U Test and Kruskal-Wallis test were used to analyse data. Thematic Analysis was used to analyse students’ comments. Findings Results showed that students’ practical experience significantly increased at the end of ProgSD with a p-value < 0.05. Median ratings of the modified TBL activities and perception of teamwork were positive overall, and many (66.5%) felt more confident about taking the courses in S2. Qualitative results supported these findings. Implications Findings have implications for practitioners facing the challenges identified here. Given the current pandemic, the authors suggest approaches to redesign face-to-face activities (tAPP) for online teaching and learning.
{"title":"Enhancing postgraduate students’ technical skills: perceptions of modified team-based learning in a six-week multi-subject Bootcamp-style CS course","authors":"M. B. Ada, M. Foster","doi":"10.1080/08993408.2021.1959174","DOIUrl":"https://doi.org/10.1080/08993408.2021.1959174","url":null,"abstract":"ABSTRACT Background and Context Objective This study explores postgraduate students’ perceptions of the modified team-based learning instructional approach used to teach it and the extent to which the Bootcamp course improves their practical skills. Method In the beginning, participants (n = 185) were asked to rate their practical experience on the taught topics. At the end of ProgSD in S1 and Semester 2 (S2) during the Covid19 lockdown, respondents (n = 150 and n = 43, respectively) were surveyed on their perceptions of ProgSD. Wilcoxon test, Mann-Whitney U Test and Kruskal-Wallis test were used to analyse data. Thematic Analysis was used to analyse students’ comments. Findings Results showed that students’ practical experience significantly increased at the end of ProgSD with a p-value < 0.05. Median ratings of the modified TBL activities and perception of teamwork were positive overall, and many (66.5%) felt more confident about taking the courses in S2. Qualitative results supported these findings. Implications Findings have implications for practitioners facing the challenges identified here. Given the current pandemic, the authors suggest approaches to redesign face-to-face activities (tAPP) for online teaching and learning.","PeriodicalId":45844,"journal":{"name":"Computer Science Education","volume":"33 1","pages":"186 - 210"},"PeriodicalIF":2.7,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08993408.2021.1959174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45018759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：