Constructive and collaborative learning of algorithms

This paper compares and contrasts three different approaches to pre-class concept formation in an online computing course. In the initial third of the semester students made individual responses to sets of weekly pre-class tutorial style questions. In the following four weeks a virtual classroom was used to facilitate the synchronous construction of group responses to the same type of activities. In the final third of semester a wiki was used to provide an asynchronous means of composing group responses to the pre-class tutorial questions. The different patterns of student contribution and interaction that resulted from each mode are described. Implications for concept formation specifically and learning generally are discussed.

Section: Related Researchmentioning

confidence: 99%

Independent, synchronous and asynchronous an analysis of approaches to online concept formation

BowerMatt

2007

“…Their results seem to indicate that ET is applicable in the context of collaborative learning. Hübscher-Younger and Narayanan [5] developed a web-based system that allowed students to post their own algorithm representations (e.g. text, pictures, animations or multimedia) and discuss them on the web.…”

Section: Viewing -The Visualization Is Only Looked Atmentioning

confidence: 99%

Analyzing engagement taxonomy in collaborative algorithm visualization

MyllerNiko¹,

LaaksoMikko²,

Korhonen³

2007

More collaborative use of visualizations is taking place in the classrooms due to the introduction of pair programming and collaborative learning as teaching and learning methods. This introduces new challenges to the visualization tools, and thus, research and theory to support the development of collaborative visualization tools is needed. We present an empirical study in which the learning outcomes of students were compared when students were learning in collaboration and using materials which contained visualizations on different engagement levels. Results indicate that the level of engagement has an effect on students' learning results although the difference is not statistically significant. Especially, students without previous knowledge seem to gain more from using visualizations on higher engagement level.

“…There have been several implementations of CSCL reported in the computer science literature in the areas of asynchronous peer feedback [13], synchronous design [22], extended team based projects [11] and the use of tablet PCs to support sharing of solutions to conceptual problems [16]. The research described in this paper focuses upon tightly interactive authentic-task approaches to mental model formation.…”

Section: Introductionmentioning

confidence: 99%

“…While in some circumstances it can be fruitful to provide asynchronous tools to support the interrelation between declarative, procedural and conceptual knowledge [13], synchronous approaches have the advantage of enabling students to receive immediate feedback and support. However teaching computing online in synchronous mode involves the inherent difficulties of collaborating through an interface, and presents educators with the challenge of how to best facilitate the development of mental models using synchronous tools.…”

Section: Introductionmentioning

confidence: 99%

The "instructed-teacher"

BowerMatt

2008

This paper describes a computer science specific pedagogical pattern that has emerged from conducting a three semester design-research project investigating teaching computing online. The "Instructed-Teacher" pedagogical pattern distinguished itself as an effective interactive strategy for eliciting and developing students' mental models. The pattern is presented and key observations regarding its implementation are shared. The teaching and research context is described in order to assist transferability and inform validity.