A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati, Tesfaye Bayu; Gelderblom, Heléne; Biljon, Judy van

doi:10.1080/08993408.2014.897850

Cited by 43 publications

(32 citation statements)

References 55 publications

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“…Over the last decade, blended learning has been growing in popularity as it has proved to be an effective approach to overcome various limitations related to traditional teaching approaches [5]. As result, a number of instructors have attempted to utilize blended learning to improve their students’ performance in introductory programming courses [6, 7]. In their attempts, they utilized different blended learning components and adopted different blended learning models.…”

Section: Introductionmentioning

confidence: 99%

Blended learning models for introductory programming courses: A systematic review

Alammary

2019

PLoS ONE

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Teaching introductory programming courses is not an easy task. Instructors of introductory programming courses are facing many challenges related to the nature of programming, the students’ characteristics and the traditional teaching methods that they are using. Blended learning seems to be a promising approach to address these challenges. Many studies concluded that blended learning can be more effective than traditional teaching and can improve students’ learning experience. However, the current state of knowledge and practice in applying blended learning to introductory programming courses is limited. In an attempt to begin remedying this gap, this review synthesizes the different blended learning approaches that have been applied in introductory programming courses. It classifies them into five models then discusses the impact of each of these models on the learning experience of novice programmers. It concludes by providing some recommendations for instructors who want to blend their courses as well as some implications for future research.

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Section: Introductionmentioning

confidence: 99%

Blended learning models for introductory programming courses: A systematic review

Alammary

2019

PLoS ONE

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“…The application supports engagement and interaction among learners in Nigerian higher education context. It is apparent from this table that several mobile learning solutions have been developed in computing education to support self-paced learning or to support the implementation of computing courses (Boyinbode et al, 2012;Bati et al, 2014;Hurst et al, 2007;Ivica et al, 2013;Karavirta et al, 2012;Pears and Rogalli, 2011). However, the existing solutions have not been designed for an African higher education context.…”

Section: Mobileedumentioning

confidence: 99%

Design, development, and evaluation of a mobile learning application for computing education

et al. 2017

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The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative, and social aspects of learning among higher education students. Moreover, the application eases access to learning resources. The paper first describes analysis, design, and implementation activities related to the development of MobileEdu. Also, the paper deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of design science research. To evaluate MobileEdu in a real-life learning setting, experiment was conducted with 142 third-year undergraduate students in a Nigerian university. Besides the learning achievement of the students using MobileEdu, the study examined the impact of MobileEdu on students' attitudes toward studying in a system analysis and design course. Experimental data were collected from pre-and post quizzes, interviews, and a questionnaire administered to students. The results of the evaluation are encouraging and showed that the MobileEdu application has a potential to improve students' learning achievements. In addition, the pedagogical experiences of students were mostly positive and students' attitudes toward the system analysis and design course through MobileEdu was better than those of students who studied the course via traditional methods. Finally, the study offered suggestions for how to implement effectively a mobile learning-supported course in computing curriculum.

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“…There also exist constructivist approaches for large introductory programming courses that try to engage students for deep learning, going beyond the traditional lecture format. 34 More specifically, researchers have explored innovations to prevent students enrolled in this kind of courses from merely receiving and storing the knowledge transmitted by the instructors, exploring blended learning (combination of online and in-person learning experiences), 3 in-lecture live coding (implementation of coding projects in front of students during lecture period), 5,22,26,32 hidden learning (use of computer games in class to teach coding where students learn while playing), 25 and even the use of reflective journals (where students detail and reflect about their learning challenges and successes as they tackle in-class tasks and home assignments). 21…”

Section: Related Workmentioning

confidence: 99%

Experiences from placing Stack Overflow at the core of an intermediate programming course

López‐Nores

Blanco‐Fernández

Bravo‐Torres

et al. 2019

Comp Applic In Engineering

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Objectivist methodologies do not align well the learning requirements of modern‐day computer science and software engineering, and major universities are moving from the old standards towards “learning by doing” approaches. We discuss the redesign of an intermediate Computer Programming course taught at the University of Vigo (Spain), seeking to promote question‐and‐answer websites for programmers as the main source of reference for the students, and turning the teacher into a permanent observer who delivers pertinent advice. The change of programming language, from Java to JavaScript, is also justified. A comparative experiment was conducted with 126 undergraduate students in Vigo (Spain) and Cuenca (Ecuador), revealing advantages in terms of understanding (22% increase in comprehension of new programming constructs), problem‐solving capabilities (16% improvement in correct operation of the developed systems) and even greater clarity in communication and documentation (53% better), along with positive perceptions by the students (19% increase).

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A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Cited by 43 publications

References 55 publications

Blended learning models for introductory programming courses: A systematic review

Blended learning models for introductory programming courses: A systematic review

Design, development, and evaluation of a mobile learning application for computing education

Experiences from placing Stack Overflow at the core of an intermediate programming course

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