An Open edX Extension for Parallel Programming Assignments with Automatic Configurable Grading

Garcia, Luis German; Montoya, Emanuel; Isaza, Sebastian; Velásquez, Ricardo A.

doi:10.3991/ijep.v11i4.20097

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Integration of the Wiki module is done in the Moodle LMS as part of learning management. LMS is a popular learning platform today [22]. Learning activities in this environment is performed that each student in the team can edit, provide comments and can record each edited result.…”

Section: Methodsmentioning

confidence: 99%

Problem-based Collaborative Learning Strategy in Computer Programming

Irwan¹,

Susanti²,

Desnelita³

et al. 2022

SAR Journal

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Computer programming is the basic skill that has to be possessed by students who attend Algorithm and Programming courses. This skill requires a problem solving strategy and involves a large number of programming logic activities. The purpose of this study is to offer a collaborative learning environment in order to provide a learning experience by interacting socially. However, social interaction does not just happen; the appropriate guiding strategies are needed to support collaborative learning. The proposed strategy is a problem-based practice strategy. This research was conducted on the second semester students of the Informatics Engineering Study Program, Faculty of Computer Science, Pelita Indonesia. Two classes were used for testing, namely the control class with 16 students and the experimental class with 15 students. The control class is taught by conventional collaborative learning and the experimental class is taught by collaborative learning using problem-based practice strategies. The results show that the proposed strategy can be useful for students in improving computer programming skills in a collaborative learning environment with a problem-based approach.

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Section: Methodsmentioning

confidence: 99%

Problem-based Collaborative Learning Strategy in Computer Programming

Irwan¹,

Susanti²,

Desnelita³

et al. 2022

SAR Journal

View full text Add to dashboard Cite

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“…Online learning platforms are an option to improve students' ability to learn (Jin & Li, 2020). MOOCs are used as virtual platforms for internet-based environments (García et al, 2021). The use of virtual laboratories provides experiences to develop students' active, reflective, thinking, and creativity skills (Hao et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

Susanti,

Tendra,

Siswati

et al. 2023

paperASIA

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This study aims to determine the effectiveness of using Virtual programming Lab software as a practicum tool in inquiry learning, collaboration, and increasing the ability of higher-order thinking skills (HOTS) students who take programming courses. Pseudo-experimental studies are designed with experimental and control groups. This research was attended by 35 first-semester students from the Pelita Indonesia Informatics Engineering Study Program. Quantitative methods are used to determine students' HOTS levels and their acceptance of the use of virtual programming labs as computer practicum tools. The data analysis technique used is the Kolmogrof Smirnov technique. For inquiry-based collaborative learning using 7 stages of learning. The effectiveness of virtual programming with collaborative inquiry learning through HOTS questions is tested with the N-gain test. Based on the findings, it is stated that virtual programming applications with collaborative inquiry learning in programming courses are quite effective in improving students' higher-order thinking skills with an average N Gain of 60%. The ability of students to do HOTS questions in C4, C5, and C6 has increased after post-tests in experimental classes.

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Exploring the Landscape of Online Formative Assessment Practices in Programming Courses

Munisamy,

Osman,

Sanmugam

2024

Integrating Cutting-Edge Technology Into the Classroom

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This scoping review aims to comprehensively examine the current landscape of online formative assessment practices in programming courses. The objective is to gain insights into existing practices, emerging trends, challenges, and innovations in this area. To conduct this review, the authors followed established approaches for scoping reviews and identified relevant studies through a systematic search of academic databases. A diverse range of literature on online formative assessment in programming education was found, meeting the inclusion criteria which encompassed studies from various educational settings spanning introductory to advanced programming courses. This chapter examined different methods, tools, and strategies in online formative assessment and their impact on student engagement, motivation, and performance. The results demonstrate a variety of formative online assessment strategies, including automated feedback, coding assignments, peer assessment, and quizzes. This chapter provides insightful advice for improving online formative assessments used in programming courses.

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An Open edX Extension for Parallel Programming Assignments with Automatic Configurable Grading

Cited by 3 publications

References 12 publications

Problem-based Collaborative Learning Strategy in Computer Programming

Problem-based Collaborative Learning Strategy in Computer Programming

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

Exploring the Landscape of Online Formative Assessment Practices in Programming Courses

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