The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Kori, Külli; Pedaste, Margus; Leijen, Äli; Tõnisson, Eno

doi:10.7763/ijiet.2016.v6.709

Cited by 50 publications

(31 citation statements)

References 24 publications

(40 reference statements)

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“…It was also found that those IT students who had previous experience in programming did better in their higher education studies than those with no past programming experience [33]. Previous programming experience gave the students an advantage in the first and second semester -those…”

Section: Studying It and Academic Performancementioning

confidence: 77%

What Happens to IT Education? The Case in Estonia with Some Recommendations for International Discussion

Pedaste¹,

Kori²,

Tõnisson³

et al. 2017

IJIET

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Abstract-The demand for IT skills and knowledge has increased worldwide, but nevertheless there is a shortage of programmers and other IT workers. To ensure the sustainability of the field it is necessary to change current IT educational practices and identify areas for improvement. This study, conducted in Estonia, focused on three aspects: IT students' source of interest in IT, their motivation to continue higher education IT studies and their motivation to graduate. A large-scale survey (n=1374) involving most Estonian IT students in higher education was conducted. The results showed that sparking an interest in IT can already start at the general education level, where a more systematic approach is needed to introduce programming. In-service training and retraining for informatics teachers seems to be a solution. At the level of higher education, the primary factor influencing students' choice of curriculum was their interest in IT. In order to retain IT students, a solution offering students the chance to combine work and studies is needed. Work-related factors are the main predictors of students' dropout probability, while cognitive ability and motivation have a weaker effect. Based on this study in Estonia, some internationally applicable recommendations are made to different stakeholders.

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Section: Studying It and Academic Performancementioning

confidence: 77%

What Happens to IT Education? The Case in Estonia with Some Recommendations for International Discussion

Pedaste¹,

Kori²,

Tõnisson³

et al. 2017

IJIET

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“…Prior programming experience has been found to be useful for ICT students (Hagan & Markham, 2000;Kori et al, 2016), but the students who had learned ICT at a general education level did not find the knowledge to be useful at university. Students also had different goals for studying ICT at university, but only a few had sufficient information about the curriculum.…”

Section: Results and Conclusionmentioning

confidence: 99%

“…On leitud, et varasema programmeerimiskogemusega üliõpilased saavutavad paremaid õpitulemusi (Hagan & Markham, 2000) ja hindavad õpinguid kõrgkoolis lihtsamaks kui varasema programmeerimiskogemuseta üliõpilased (Kori, Pedaste, Leijen, & Tõnisson, 2016). Seega võivad IKT-õpingud keeruliste programmeerimise ja matemaatika õppeainete tõttu pooleli jätta just need üliõpilased, kellel puuduvad programmeerimiskogemused.…”

Section: Ikt Erialade Spetsiifikaunclassified

Õppimine ja väljalangemine IKT erialade esimesel aastal Eesti kõrgkoolide näitel

Kori¹,

Mardo²

2017

EHA

Self Cite

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AnnotatsioonLoodusteaduste ja tehnoloogia valdkonnas on suureks probleemiks üliõpilaste välja langemine IKT erialadelt. Siinse kvalitatiivse uurimuse eesmärk on mõista sügavamalt erinevusi väljalangenud ja edasiõppivate üliõpilaste vahel ning leida abinõud, mida saaks väljalangemuse vähendamiseks kasutusele võtta. Andmeid koguti intervjuudega kaheksalt väljalangenud ja kaheksalt õpinguid jätkanud üli-õpilaselt. Tulemused näitavad, et iseseisev IKT õppimine enne kõrgkooli muudab õpingud kõrgkoolis lihtsamaks ning õpingute jätkamisele aitab kaasa tugevam akadeemiline ja sotsiaalne integratsioon. Erinevused väljalangenud ja õpinguid jätka-nud üliõpilaste vahel ilmnevad vaid akadeemilise integratsiooni puhul. Seevastu eri õppevormides õppivate üliõpilaste erinevused seisnevad varasemates kogemustes, kõrgkooli astumise eesmärkides, õpingutele pühendumises ja sotsiaalses integratsioonis. Tulemuste põhjal saab esitada soovitusi IKT erialadelt väljalange-mise ennetamiseks. Võtmesõnad: IKT, kõrgharidus, väljalangemine Sissejuhatus Puudus IKT-oskustega inimestestInfo-ja kommunikatsioonitehnoloogia (IKT) tähtsus eri elualadel on viimastel aastatel oluliselt kasvanud. Seetõttu on ka tööturul suurenenud nõudlus IKT-oskustega inimeste järele, eriti loodusteaduste ja tehnoloogia valdkonnas (Gareis et al., 2014). Prognoosid Euroopa Liidu kohta väida-vad, et 2020. aastaks on puudu 481 000 -1 685 000 IKT-oskustega töötajat (Hüsing et al., 2013

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“…Moreover, studies have also looked at the value of using different programming languages, but overall it is important for students not to confuse the learning of programming with the learning of a programming language (Cazzola and Olivares 2016). In terms of motivation previous experience and interest have been shown to play a very important factor in engagement and achievement (Ashok Kumar et al 2017;Kori et al 2016). For this reason, there have been many attempts to build upon such findings by implementing strategies that showcase to non-computer science majors that programming is not a special talent, but something everyone can do with the right motivation and practice.…”

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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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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The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Cited by 50 publications

References 24 publications

What Happens to IT Education? The Case in Estonia with Some Recommendations for International Discussion

What Happens to IT Education? The Case in Estonia with Some Recommendations for International Discussion

Õppimine ja väljalangemine IKT erialade esimesel aastal Eesti kõrgkoolide näitel

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

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