Student Usage Patterns and Perceptions for Differentiated Lab Exercises in an Undergraduate Programming Course

Mok, Heng Ngee

doi:10.1109/te.2011.2162070

Cited by 17 publications

(20 citation statements)

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“…Ani (2012) and Morgan (2014) stated that the most important variable in delivering materials will always be a instructor who has much knowledge about how learners learn. As indicated by Mok (2012) it may be a good idea to expand the flipped classroom with other proven pedagogies such as differentiated instruction for learners of different abilities. In my case, lecture would solve some or all such problems that occur.…”

Section: Resultsmentioning

confidence: 99%

Flipped Classroom: Effects on Education for the Case of Economics

Kurihara

2016

Journal of Education and e-Learning Research

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The notion of the flipped classroom has been received much attention in the literature as it may increase learning outcomes and learning effectiveness elementary and secondary education as well as university learning. In the author's class on international finance (economics) features a blended flipped classroom and lecture; questionnaires were used to collect learner data. Using principle component analysis, the effects of the flipped classroom are divided into two components: (1) challenge and growth and (2) understanding and quality. Also, it should be noted that the two components were not attained at the same time. A flipped classroom promotes education; however, it is difficult to attaining both components at the same time. To achieve a flipped classroom and active learning at one time seems an important but difficult task.

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Section: Resultsmentioning

confidence: 99%

Flipped Classroom: Effects on Education for the Case of Economics

Kurihara

2016

Journal of Education and e-Learning Research

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“…It is a common belief that better learning happens when students are engaged and motivated [14], [20], [21]. According to Alves et al, robotics can be used as motivating element [3], and Rawat and Massiha verify that student feedback after robotic classes is "overwhelmingly positive" [5].…”

Section: B Robots As Motivatorsmentioning

confidence: 99%

“…One important issue in motivation is that the tasks must be neither too difficult nor too easy, otherwise the motivation is lost [20], or even worse, the tasks can cause frustration [21]. According to Mok, a mismatch of task complexity and students' skills hampers them from becoming deeply engaged [20].…”

Section: B Robots As Motivatorsmentioning

confidence: 99%

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Increasing Students' Interest With Low-Cost CellBots

et al. 2013

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Abstract-This paper introduces the use of a flexible and affordable educational robot specifically developed for the practical experimentation inherent to technological disciplines. The robot has been designed to be reconfigurable and extendible, serving as an experimental platform across several undergraduate courses. As most students have a mobile cell phone, this was used as the main control computer for the so-called CellBot, thus avoiding any need to deal with the details of microcontrollers or other embedded computing devices. Assessment results are also presented, based on a pre-and post-survey of student opinion administered to 204 science and engineering students from several universities. Among the conclusions are that 83% of the students prefer to use these low-cost robots as tools to improve their learning of the theory in several disciplines, and 71% of the students stated that they prefer to have their own robot to experiment with, instead of using a didactic kit loaned to them by the university.

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“…Moreover, [16] explains: "The intrinsic motivation of the students follows a common pattern in which the initial motivation is high (related to the enthusiasm at the beginning of the course), but tends to decrease toward the middle of the course (since the effort required to acquire the knowledge and associated skills and attitudes negatively impacts the levels of student motivation)." In addition, Mok concluded, "On the whole, students prefer differentiated lab exercises to traditional 'one size fits all' ones" [17]. The RS laboratory was designed to incorporate various instructional methods to engage students' interest at the points when their enthusiasm is liable to decrease.…”

Section: Introductionmentioning

confidence: 99%

A Radionavigation Systems Course

Guerrero

Valenzuela-Valdés

2015

IEEE Trans. Educ.

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This paper presents a new course, Radionavigation Systems, whose laboratory and theoretical components complement each other to enhance student learning. Radionavigation skills and knowledge are taught by means of various instructional methods, and the laboratory successfully merges hands-on learning using specific instrumentation and software simulation tools, with m-learning and a competition. The relationship between cognitive and psychomotor learning outcomes is discussed. These instructional methods proved highly motivating to students. Oral presentations and report preparation skills also improved in students who completed the course. The experiments designed for the course are discussed in the light of student surveys, student grades, and the work carried out by the lecturer. The evaluation results demonstrate a high degree of success in meeting the initial goals of the course. The main drawback of the current course is related to equipment availability. Student motivation was high throughout the course. The course as designed is transferable to other universities.

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Student Usage Patterns and Perceptions for Differentiated Lab Exercises in an Undergraduate Programming Course

Cited by 17 publications

References 1 publication

Flipped Classroom: Effects on Education for the Case of Economics

Flipped Classroom: Effects on Education for the Case of Economics

Increasing Students' Interest With Low-Cost CellBots

A Radionavigation Systems Course

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