Designing and Deploying Programming Courses: Strategies, Tools, Difficulties and Pedagogy

Autor/in	Xinogalos, Stelios
Titel	Designing and Deploying Programming Courses: Strategies, Tools, Difficulties and Pedagogy
Quelle	In: Education and Information Technologies, 21 (2016) 3, S.559-588 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-014-9341-9
Schlagwörter	Instructional Design; Programming; Computer Science; Educational Strategies; Nonmajors; Questionnaires; College Students; Introductory Courses; Sequential Approach; Instructional Effectiveness; Language Usage + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Programmierung; Informatik; Lehrstrategie; Fragebogen; Collegestudent; Einführungskurs; Schrittfolge; Unterrichtserfolg; Sprachgebrauch
Abstract	Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the "strategy" selected for the introduction to programming; the sequence of the "programming techniques and languages" taught and the transition from the one to the other; students' "difficulties" with programming in general and with imperative-procedural and object-oriented programming in specific; the "teaching" and "learning design" of both courses; and the "material" that students rely on for learning programming. Based on the analysis of students' replies on the questionnaire, related work and the instructor's experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01