Taming Java for the classroom

Hsia, James I.; Simpson, Elspeth; Smith, Daniel; Cartwright, Robert

doi:10.1145/1047344.1047459

Cited by 18 publications

(9 citation statements)

References 6 publications

(6 reference statements)

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“…The literature regarding the content and pedagogy of introductory computer programming is extensive. It includes consideration of logical constructions and flow of control (Papert, 1980), intelligent computer assisted instruction (Anderson & Skwarecki, 1986), approaches to classroom teaching and student learning (Mayer, 1988), emphasis on mathematics and algorithms (Hu, 2006), and supportive programming environments such as BlueJ (Kolling, Quig, Patterson, & Rosenberg, 2003), DrJava (Hsia, Simpson, Smith, & Cartwright, 2005), Problem-Based Learning (Tsang & Chan, 2004), and the Environment for Learning to Program (Truong, Bancroft, & Roe, 2005), among others. Although complementary to it, the present work falls outside the scope of that important stream of research by focusing on instructional tactics that are intended to promote mastery of one particular computer program at the level of the individual student.…”

Section: Introductionmentioning

confidence: 99%

Managing programmed instruction and collaborative peer tutoring in the classroom: Applications in teaching Java™

Emurian¹,

Holden²,

Abarbanel³

2008

Computers in Human Behavior

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To fulfill part of the course requirements, 34 undergraduate students in two courses completed an online programmed instruction tutor as the first technical training exercise in a Java™ programming course designed for information systems majors. The tutor taught a simple JApplet program to display a text string within a browser window on the Web. Students in the first course next participated in a collaborative peer tutoring session, based on the JApplet program, followed by a lecture on the program and by successfully running the program on the Web. For the second course, the peer tutoring session was scheduled after the lecture and after successfully running the program. Students in both courses completed tests of far transfer ("meaningful learning") and software self-efficacy before using the tutor and on several subsequent occasions following that initial learning. Students in the second course also completed a 4-item scale to assess the development of classification and functionality knowledge regarding elements of the program. Students in both courses showed progressive improvement in all performance measures across the several assessment occasions. Students' positive ratings of the effectiveness of both the tutor and the collaborative peer tutoring supported the value of these learning experiences in a technical knowledge domain. The results of this study, based on student performance observed within the context of the classroom, show the importance of providing a range of synergistic learning experiences that culminate in a level of skill and confidence that prepares and motivates all students for advanced instruction in Java. They also show how to manage the instructional techniques in the classroom to accomplish that educational outcome.

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Section: Introductionmentioning

confidence: 99%

Managing programmed instruction and collaborative peer tutoring in the classroom: Applications in teaching Java™

Emurian¹,

Holden²,

Abarbanel³

2008

Computers in Human Behavior

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“…The list of approaches to teaching and learning computer programming continues to grow. In this article, reported techniques include (1) a "blended" instructional approach (Boyle et al, 2003); (2) an emphasis on mathematics and algorithms (Hu, 2006); (3) supportive programming environments such as BlueJ (Kolling, Quig, & Rosenberg, 2003), DrJava (Hsia, Simpson, Smith et al, 2005), and PigWorld (Lister, 2004); (4) Problem-Based Learning (Tsang & Chan, 2004); (5) the Environment for Learning to Program (Truong, Bancroft, & Roe, 2005); (6) collaborative peer tutoring (Williams et al, 2002) and collaborative learning (Jehng, 1997); (7) a Traffic Light System Simulator (Yuen, 2006); a Computer Clubhouse learning environment (McDougall & Boyle, 2004), and (9) a Web-based personalized system of instruction (Koen, 2005). With the possible exception of Boyle et al (2003), research studies in this domain typically emphasize a student's singular exposure to a task within the context of a single instructional modality.…”

Section: Discussionmentioning

confidence: 99%

Information Communication Technologies for Enhanced Education and Learning

2009

Advances in Information and Communication Technology Education

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Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed the following initial assignments to learn a simple program: (1) automated programmed instruction tutoring, (2) hands-on learning with a lecture, and (3) collaborative peer tutoring. Tests of knowledge transfer and software self-efficacy were administered before students began the first assignment and following completion of each one. The results showed progressive improvement in rule test performance and software self-efficacy across the several instructional events. Taken together, the results of these classroom observations extend the generality of previous work to an updated set of instructional materials and assignments, and that outcome shows the reliability of the learning processes with new groups of students. Students who are new to Java had the privilege of exposure to an initial repertoire of teaching tactics that are synergistic and cumulative.

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Section: Discussionmentioning

confidence: 99%

Teaching Java

Emurian

2007

International Journal of Information and Communication Technology Education

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Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed the following initial assignments to learn a simple program:(1) automated programmed instruction tutoring, (2) hands-on learning with a lecture, and (3) collaborative peer tutoring. Tests of knowledge transfer and software self-efficacy were administered before students began the first assignment and following completion of each one. The results showed progressive improvement in rule test performance and software self-efficacy across the several instructional events. Taken together, the results of these classroom observations extend the generality of previous work to an updated set of instructional materials and assignments, and that outcome shows the reliability of the learning processes with new groups of students. Students who are new to Java had the privilege of exposure to an initial repertoire of teaching tactics that are synergistic and cumulative.

show abstract

Taming Java for the classroom

Cited by 18 publications

References 6 publications

Managing programmed instruction and collaborative peer tutoring in the classroom: Applications in teaching Java™

Managing programmed instruction and collaborative peer tutoring in the classroom: Applications in teaching Java™

Information Communication Technologies for Enhanced Education and Learning

Teaching Java

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