Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs.

https://dro.deakin.edu.au/eserv/DU:30046990/wells-usingvideo-post-2012.pdf

Using Video Tutorials as a Carrot-and-Stick Approach to Learning

Despite the seemingly good prospects in the Information Technology (IT) industry, the expected number of students who are interested in the relevant subjects has been limited. While numerous studies have explored the influence of various variables on programming course participation and performance at a personal level, there have been few studies conducted at a policy level. This study examined the impact of the medium of instruction (MOI) on student learning of computer programming in Hong Kong. It also examined the effects of gender and prior academic ability on programming performance. No gender differences in programming performance were found in the sample after prior academic ability was controlled. Prior academic ability affected performance differentially. Chinese-medium instructed students tended to outperform their English-medium instructed counterparts and middle and low-ability students in English-medium schools were notably at-risk. In view of these results, we argue that the MOI issue is further complicated by student ability. This provides a new understanding of the impact of the MOI on student learning. At a policy level, the results offer empirical evidence for policy-makers to rethink the current MOI policy. At a school level, we propose some metacognitive and cognitive strategies to address the needs of those at-risk learners. Finally, we intend to raise a series of questions that warrant further discussion and investigation.

The impact of the medium of instruction: The case of teaching and learning of computer programming

Previous research has estimated failure rates in introductory programming courses to be as high as 50% in universities around the world. These high incidences of failure have also led to negative attitudes towards programming. This paper takes a look at the Introduction to Programming course offered at the University of Technology, Jamaica. Pre-and post test programming scores were used to measure academic performance, while a survey derived from a modified Fennema-Sherman mathematics attitudes scale was used to measure student attitude towards programming. Three sub-categories were used for the measurement of attitudes, namely, personal confidence in learning programming, usefulness of programming and the perception of teacher motivation. Results indicate little evidence of a positive effect of peer tutoring on the academic performance of students. It also reveals that attitude, and in particular, confidence in learning programming, plays an important role in students' academic performance. This paper discusses the design of the study and analyzes the results gathered

Effects of Peer Tutoring and Attitude on Academic Performance of First Year Introductory Programming Students

This article describes the role and place of software engineering in modern computing curricula, focusing on dependable systems that can be implemented using microprocessors and programmable logic. In this time of the increasing role of software and proliferation of computing in all areas of technology and human endeavor, there is critical need for education of engineers who can understand the system as a whole, appreciating both software and hardware and their mutual connection. The similarity and difference of approaches between traditional computing software and modern programmable-logic hardware is discussed. Modern systems require good engineering considering not only the system's functionality but also dependability and safety.

Computing Curricula for the 21st Century

Comprehending Object-Oriented Programming (OOP) is not an easy task especially by novice students. The problem occurs during the transition from learn ing fundamental programming language concept to OOP concept. It is very important to handle this pr oblem from the beginning before novices learn more advanced OOP concepts like encapsulation, inheritance, and polymorphism. Learning programming from source code examples is a common behavior among novices. Novices tend to refer to source codes examples and adapt the source codes to the problem given in their assignments. To cater the problems f aced by these novices, a novel agent-based model have be en designed to assist them in comprehending OOP concepts through source codes examples. The instructor needs to provide two related source codes that are similar but in different domain. Generally, these s ource codes go through the preprocessing, compariso n, extraction, generate program semantics and classifi cation processes. A formal algorithm that can be ap plied to any two related Java-based source codes examples is invented to generate the semantics of these sou rce codes. The algorithm requires source codes comparison based on keyword similarity to extract the words that exist in the two related source codes. Three a gents namely SemanticAgentGUI, semanticAgent and noviceAgent are designed in the proposed model. The running system shows an OOP semantic knowledge representation by intelligent agents.

/pdf/object-oriented-programming-semantics-representation-atm3yaaaqp.pdf

Object-oriented programming semantics representation utilizing agents

Learning to program requires much hard work and dedication. Most students in introductory programming courses struggle to grasp programming concepts in general. Universities in the US, Canada, and elsewhere have reported withdrawal, failure, and D-grade rates approaching 50 percent in introductory computer programming courses. To address these problems, we recently designed and successfully offered a revolutionary one-semester course that integrates the use of HTML, JavaScript, and Java. This approach departs markedly from using a single general-purpose programming language such as Java or C++.

Making computer programming fun and accessible

The new University of Guelph-Humber has created an innovative, combined university degree and college diploma program in computer science and communications technology. This venture between the university and the Humber Institute of Technology and advanced learning offers jointly an honors baccalaureate in computing science from Guelph and a diploma in wireless and telecommunications systems technology from Humber. The program, one of six joint programs between the two institutions, specializes in distributed and wireless computing.

An "offshore-resistant" degree program

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Making computer programming fun and accessible

An "offshore-resistant" degree program