Automated Assessment in Learning and Teaching Programming Languages using Virtual Learning Environment

Skalka, Ján; Drlík, Martin; Obonya, Juraj

doi:10.1109/educon.2019.8725127

Cited by 25 publications

(15 citation statements)

References 20 publications

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“…On a different occasion, Hariyati, Wagino, & Mudjito (2021) stated that motivation became a mediating variable to successful learning outcomes in virtual learning. By comparing participants' responses in the questionnaire with their assessments in CLOs, we found similar findings as stated in previous studies (Hariyati et al, 2021;MacIntyre et al, 2020;Skalka et al, 2019;Wei et al, 2020). Participants with high motivation, self-efficacy, and engagement could achieve the passing grade almost in all CLOs.…”

Section: Discussionsupporting

confidence: 86%

Embracing New Normal: Coping With Course Learning Outcomes Amid Covid-19 Pandemic

Septianasari

Wahyuni

2021

PJEE

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This paper aims to throw light on the students’ perception of emergency remote learning and their assessments in completing the Course Learning Outcomes (CLOs). The methods used in this study were statistical quantitative and descriptive qualitative methods. The data were collected by spreading questionnaires to the participants, having an unstructured interview, and taking the secondary data from the classroom teachers. LISREL software was used to analyze the quantitative data and descriptive interpretation was also done to analyze the qualitative data. The finding showed that most students had moderate to positive learning engagement, motivation, and self-efficacy in which affected their CLOs. The students who failed to pass the CLOs were those who faced more challenges in joining the virtual class. In short, students’ ability to cope with emergency remote learning has significant impacts on their CLOs’ assessments.

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Section: Discussionsupporting

confidence: 86%

Embracing New Normal: Coping With Course Learning Outcomes Amid Covid-19 Pandemic

Septianasari

Wahyuni

2021

PJEE

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“…Skalka & Drlik [47] concluded that AA does not degrade students' results, but its significant improvement in them was not proved. More detailed research by the same researchers [4] has shown that the use of AA in the introductory lessons of programming courses led to significant student outcomes differences.…”

Section: Automated Assessmentmentioning

confidence: 97%

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

et al. 2021

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Understanding how software works and writing a program are currently frequent requirements when hiring employees. The complexity of learning programming often results in educational failures, student frustration and lack of motivation, because different students prefer different learning paths. Although e-learning courses have led to many improvements in the methodology and the supporting technology for more effective programming learning, misunderstanding of programming principles is one of the main reasons for students leaving school early. Universities face a challenging task: how to harmonise students’ education, focusing on advanced knowledge in the development of software applications, with students’ education in cases where writing code is a new skill. The article proposes a conceptual framework focused on the comprehensive training of future programmers using microlearning and automatic evaluation of source codes to achieve immediate feedback for students. This framework is designed to involve students in the software development of virtual learning environment software that will provide their education, thus ensuring the sustainability of the environment in line with modern development trends. The paper’s final part is devoted to verifying the contribution of the presented elements through quantitative research on the introductory parts of the framework. It turned out that although the application of interactive features did not lead to significant measurable progress during the first semester of study, it significantly improved the results of students in subsequent courses focused on advanced programming.

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“…According to the author, students who use VPL-Moodle achieve higher grades and develop better programming skills. Moreover, Skalka et al (2019) investigated the impact of different types of e-learning activities with students from an introductory programming course and used VPL-Moodle to offer programming tasks. The authors stated that automated assessment does not harm students' performance and that students who solved more automated assessment exercises achieved better ratings in tests.…”

Section: Related Workmentioning

confidence: 99%

Student and Lecturer Perceptions of Usability of the Virtual Programming Lab Module for Moodle

Ramos¹,

Cechinel²,

Magé³

et al. 2021

Informatics in Education

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Automated Assessment in Learning and Teaching Programming Languages using Virtual Learning Environment

Cited by 25 publications

References 20 publications

Embracing New Normal: Coping With Course Learning Outcomes Amid Covid-19 Pandemic

Embracing New Normal: Coping With Course Learning Outcomes Amid Covid-19 Pandemic

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

Student and Lecturer Perceptions of Usability of the Virtual Programming Lab Module for Moodle

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