Collaborative learning in an introductory computer science course

Sabin, Roberta Evans; Sabin, Edward P.

doi:10.1145/191033.191156

Cited by 18 publications

(13 citation statements)

References 10 publications

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“…Collaboration can be beneficial for student learning (Sabin & Sabin, 1994). As educators, our primary objective is for the students to truly understand the material that we are presenting.…”

Section: Collaborationmentioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.

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Section: Collaborationmentioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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“…Commonly a range of studentcentered education methods where learning is supported by projects, problems of discovery nature and just in-time teaching is referred to as inductive education [3]. The goal of inductive education is to develop essential social and teamwork skills [4] by tackling real-world and open-end problems [5] which is is highly appreciated by students [6].…”

Section: Theoretical Foundation Of the Triple-run Experiments And mentioning

confidence: 99%

“…In order to shorten the starting up time we prepared a Virtual Machine Image with all necessary software and development environment pre-installed. 6 Ns-3 simulator, [Online] Available: http://www.nsnam.org/. …”

Section: A Symphony -A Pedagogy Oriented Wsn Simulation Frameworkmentioning

confidence: 99%

Educating innovators of future Internet of Things

Osipov

Riliskis

2013

2013 IEEE Frontiers in Education Conference (FIE)

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Abstract-The concept of "Internet-of-Things" will undoubtedly emerge as the technology of the future. Educating specialists ready to bring the concept to the reality remains challenging in the scope of traditional university courses. The main challenge is how to enable students to think outside the boundaries of the particular discipline and therefore to enable the innovative thinking. This article describes an experiment with teaching Internetof-Things as a common red thread across three courses which ran in parallel during fall semester 2012 at Luleå University of Technology in Sweden. We discuss the teaching methodology, the technology blocks which laid the ground for our teaching philosophy as well as the experiences and lessons learned.

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“…Many studies have addressed one or more of these issues [19][22] [25][26] [30]. In addition, researchers with widely varied perspectives have investigated the challenges of teaching the first college computer course [3][13] [18] [27].…”

Section: Introductionmentioning

confidence: 99%

Challenging the advanced first-year student's learning process through student presentations

Kaczmarczyk

Boutell

2007

Proceedings of the Third International Workshop on Computing Education Research

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The decline in computing enrollments is a global concern that necessitates that every potentially successful computing student be targeted for support and development. The needs of technically experienced, highly capable first-term college students are unique, and no less challenging than the needs of their lesser-prepared peers. In order to attract advanced first-year students to further computing studies, we need to understand better how instruction can meet their needs. This paper reports the results of a study in which advanced first-term computing students were challenged to become in-depth researcher-learners and to teach the content they acquired to their peers. The results demonstrate that students and instructors alike perceive that the students made significant improvements in communication, presentation, and teaming skills and acquired deep content knowledge from their experience in the course. The data also show that students were extremely uncomfortable with the paradigm shift in their learning environment. These results suggest that anxiety-reducing changes are needed for the course, but that overall, the teacher-researcherlearner concept is very beneficial for increasing the understanding and learning of advanced first year computing students.

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Collaborative learning in an introductory computer science course

Cited by 18 publications

References 10 publications

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Educating innovators of future Internet of Things

Challenging the advanced first-year student's learning process through student presentations

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