Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers

Autor/inn/en	Shanley, Nicole; Martin, Florence; Hite, Nicole; Perez-Quinones, Manuel; Ahlgrim-Delzell, Lynn; Pugalee, David; Hart, Ellen
Titel	Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 3, S.483-494 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shanley, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00724-x
Schlagwörter	High School Teachers; Computer Science Education; Theory Practice Relationship; Partnerships in Education; Educational Research; Electronic Learning; Programming; Educational Strategies; Instructional Design; Professional Development + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Computer science lessons; Informatikunterricht; Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Bildungsforschung; Pädagogische Forschung; Programmierung; Lehrstrategie; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand: (1) What design, facilitation, and assessment strategies do teachers use to teach programming online?; and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01