Teaching programming in the context of solving engineering problems

Hoffbeck, Joseph P.; Dillon, Heather; Albright, Robert J.; Lu, Wayne; Doughty, T.

doi:10.1109/fie.2016.7757617

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…Due to the courses focus on engineering problem solving, simplicity to execute programs, frequency of use in many other engineering courses, the availability of a campus and free student license, ability to interface with other languages, and it being recognized as one of the ten most used languages within the IEEE community (Cass 2015), MATLAB was favoured. This was further supported by the positive experiences outlined in the literature when using MATLAB in engineering and mathematics based contexts (Berenguel et al 2016;Hoffbeck et al 2016;Nyamapfene and Lynch 2016).…”

Section: Course Developmentmentioning

confidence: 69%

“…Real world engineering problems were also found to be successful in teaching electrical engineering students in India (Anand et al 2014). Work carried out by Hoffbeck et al (2016) closely aligned to this study used MATLAB for a new common first year program targeted at civil, electrical and mechanical engineering students. Using a hands-on approach, students undertook programming exercises to tackle relevant engineering problems.…”

Section: First Year Programming Coursesmentioning

confidence: 99%

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Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

Nikolic

Ros

Hastie

2018

Australasian Journal of Engineering Education

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This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering. Further refinement is needed targeted at improving the civil and mining student experience.This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering.Further refinement is needed targeted at improving the civil and mining student experience.

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Section: Course Developmentmentioning

confidence: 69%

Section: First Year Programming Coursesmentioning

confidence: 99%

Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

Nikolic

Ros

Hastie

2018

Australasian Journal of Engineering Education

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“…The study by (Hoffbeck et al, 2016) describes the course that was developed to introduce all first-year engineering students to the fundamentals of computer programming within the context of solving engineering problems. The course was designed to utilize active learning techniques by having the students complete a series of laboratory exercises and projects that introduce computer programming and engineering applications.…”

Section: Related Workmentioning

confidence: 99%

An Assessment of the Teaching-Learning Methodologies Used in the Introductory Programming Courses at a Brazilian University

Canedo¹,

Santos²,

Leite³

2018

Informatics in Education

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The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of programming language for undergraduate students in Computer Science and related areas, generating high failure and course drop out rates. This paper presents an analysis of the results obtained in the Introduction to Computer Science classes taught in Computer Science and Engineering courses at University of Brasília (UnB). The evaluation questionnaire answered by the undergraduate students in 2017 was analyzed, a validation was performed, and we checked the level of students satisfaction in relation to the evaluated subject and the association among the level of satisfaction, the percentage of practical activities of the discipline, student performance and the level of absenteeism.

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“…A first programming course should be designed to provide an introduction to the field of computer science and focus on problem solving. Considering these facts, scripting languages may (Chapman et al, 2015), Civil, Electrical engineering (Hoffbeck et al, 2016) and Mechanical engineering (Furman B & Wertz E, 2010). Moreover, according to Van Roy et al, (2003), everyone should learn programming.…”

Section: Introductionmentioning

confidence: 99%

Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Pabón¹,

Machuca-Villegas²

2019

reveia

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This paper expands a teaching proposal presented at the Innovation and Technology in Computer Science Education Conference, in 2016. The proposal provides an integrated teaching approach for improving students’ performance in a first programming course. The approach is based on four main components: the use of Python as first programming language, project-oriented and problem-based learning, multimedia resources, and assessment rubrics. Material and learning resources for the course development are available on virtual platforms. Our findings suggest that the approach enhanced students’ academic performance, as can be seen in their grades, as well as a decrease in dropout rates.

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Teaching programming in the context of solving engineering problems

Cited by 12 publications

References 15 publications

Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

An Assessment of the Teaching-Learning Methodologies Used in the Introductory Programming Courses at a Brazilian University

Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

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