Blended Teaching and Learning of Computer Programming Skills in Engineering Curricula

Autor/inn/en	El-Zein, Abbas; Langrish, Tim; Balaam, Nigel
Titel	Blended Teaching and Learning of Computer Programming Skills in Engineering Curricula
Quelle	In: Advances in Engineering Education, 1 (2009) 3 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Forschungsbericht; Test; Fragebogen; Blended Learning; Engineering Education; Web Based Instruction; Programming; Teaching Methods; Online Courses; Computer Software; Qualitative Research; Student Attitudes; Statistical Analysis; Cost Effectiveness; Outcomes of Education; Undergraduate Students; Feedback (Response); Questionnaires; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Web Based Training; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Qualitative Forschung; Schülerverhalten; Statistische Analyse; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Fragebogen; Ausland; Australien
Abstract	Many engineering schools include computer programming as part of a first-year course taught to large engineering classes. This approach is effective in rationalizing resources and improving the cost-effectiveness of course delivery. In addition, it can lead to wholesale improvements in teaching and learning. However, class sizes and the variety of student backgrounds can lead to difficulties in achieving learning outcomes. Flexible learning has been shown to be potentially effective in addressing such issues. We describe the design and development of a WebCT-based self-practice online tool (SPOT) to support student learning of programming. The tool is divided into three components: a) programming syntax, b) understanding the way computer programs work and c) writing computer programs. We discuss the integration of the tool into the learning flow and its role in assessment. We present qualitative and quantitative data on student reactions to the tool and its usefulness in achieving learning outcomes cost-effectively. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01