scholarly journals Instructional strategies and tactics for the design of introductory computer programming courses in high school

1987 ◽  
Vol 16 (3) ◽  
pp. 251-285 ◽  
Author(s):  
Jeroen J. G. Van Merrienboer ◽  
Hein P. M. Krammer
Keyword(s):  
High School ◽  
Instructional Strategies ◽  
Computer Programming ◽  
Introductory Computer Programming ◽  
Programming Courses

Introduction to Computer Programming Through a System of Tasks

2021 ◽  
Vol LXIV (6) ◽  
pp. 634-649
Author(s):  
Lasko M. Laskov ◽  
Keyword(s):  
High School ◽  
Computer Programming ◽  
Applied Mathematics ◽  
Academic Programs ◽  
Academic Education ◽  
Introductory Courses ◽  
Course Structure ◽  
Introductory Computer Programming ◽  
Programming Courses

Computer programming is a fundamental discipline in many academic programs, especially in the fields of informatics, applied mathematics, physics, and engineering. Despite its popularity, computer programming courses does not possess a widely-accepted methodology for its structure, and because of this reason, even introductory courses highly differ in their curriculum, approach, complexity, and even technical background. In this paper we propose a methodology for introductory computer programming course structure definition that is based on the concept of notion formation through a system of tasks. The approach is intended to be applied in the context of academic education, but it is also applicable in the last years of high-school courses.

scholarly journals Design of self-paced blended-learning computer programming courses for maritime students

2018 ◽  
Vol XIX (1) ◽  
pp. 561-566
Author(s):  
Băutu E
Keyword(s):  
High School ◽  
Learning Curve ◽  
Blended Learning ◽  
Computer Programming ◽  
Learning Approaches ◽  
Maritime Industry ◽  
Educational Impact ◽  
Traditional Methods ◽  
Digital Competencies ◽  
Programming Courses

Digital competencies are an important part of the education of future engineers. The maritime industry demands solid and advanced digital competencies. Developing them with traditional methods is difficult and inefficient due to the heterogeneous high-school background of students. Blended-learning approaches can turn the learning curve from steep into a gradual one, while self-paced approaches allow students to adapt the learning rhythm according to their needs. In this paper, we discuss the design of computer programming courses for maritime students, which use both blended-learning and self-paced to achieve maximum educational impact.

scholarly journals Increasing Student Retention and Satisfaction in IT Introductory Programming Courses using Active Learning

10.28945/3003 ◽  
2006 ◽  
Author(s):  
Keith Whittington
Keyword(s):  
Active Learning ◽  
Student Retention ◽  
National Science Foundation ◽  
Computer Programming ◽  
Teaching Techniques ◽  
Learning Techniques ◽  
National Science ◽  
Introductory Computer Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

The emerging field of Information Technology is one of several fields that require students to leam computer programming. A large proportion of the students were having difficulty getting through the programming sequence and ultimately changed majors or dropped out of college. To deal with this problem, curricular reforms were implemented and active learning techniques were added to the classroom. The outcome of which was increased student retention, grades, and overall satisfaction. As a result of these encouraging results, an NSF CCLI grant was awarded to formally compare teaching techniques and to create active learning activities specifically designed for introductory computer programming courses. This paper discusses the preliminary work and results that led to the grant award and also summarizes the work that is currently underway. This material is based upon work supported by the National Science Foundation under Award No. DUE-0442987.

Sign in / Sign up

Export Citation Format

Share Document