The use of engineering design concept for computer programming course: A model of blended learning environment

Abstract

The aim of this research is to develop a learning model which blends factors from learning environment and engineering design concept for learning in computer programming course. The usage of the model was also analyzed. This study presents the design, implementation, and evaluation of the model. The research methodology is divided into three phases, they are: reviewing related literatures and surveying needs and problems in teaching computer programming in order to analyze and synthesize the elements of the model, developing a model which blends learning environment and learning activities based on engineering design processes, and evaluating the effects of using implemented environment on the learners' programming conceptual understanding, problem-solving using programming skills, program analytical skills, and attitude in learning programming. The samples in this study include 8 experts who examine the tentative model and 52 undergraduate students of computer science program in Bansomdejchaopraya Rajabhat University, Thailand, to evaluate the implemented model. The student samples were separated into two groups which are control and experiment group. The results of the comparison between pre-test and post-test scores showed that the programming conceptual understanding, problem-solving by using programming skills, and program analytical skills of the students were significantly increased. In addition, in comparing between control and experiment groups, the scores of problem-solving using programming skills and program analytical skills of the experiment group are significantly higher than that of the control group. However, there were no significant differences in the scores of programming conceptual understanding between those groups. It was also found that the students in experiment group have a high attitude in learning programming in high level.

Learners’ Differences in Blended Learner-Centric Approach for a Common Programming Subject

“…It is observed from the results of academic performance comparisons in Table I-Table IV that both cohorts with varied prior programming knowledge benefited from the blended learner-centric approach, which helped reduce the academic performance gap between CS and Engineering cohorts. The observations are in line with prior works exploring the blended learning for programming courses in the literature [4,35,40]. It showed Engineering students benefited more from the blended learner-centric approach comparatively, given their less programming experiences.…”

“…Online self-paced learning models provide flexibility to students, at different locations and time. According to students' feedback, blended learning better enables them to understand programming concepts [35]. Blended learning results in improved outcomes compared with traditional teacher-centric learning method in programming courses [4].…”

Collaborative Strategy for Teaching and Learning Object-Oriented Programming course: A Case Study at Mostafa Stambouli Mascara University, Algeria

“…Some tools are really serving the whole education process for a good comprehension of concepts and developing programming skills such as game [14], [13] [16], [17], [18]. Education is still, at an important percentage, teacher-centered learning where he is the source of knowledge, key of participation, students' engagement and collaboration [19]. The use of internet and especially Facebook emerged significantly education to student-centred learning [20].…”