Wiki as a Tool of Choice for Students’ Team Assignments

2013 ◽  
Vol 4 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Živana Komlenov ◽  
Zoran Budimac ◽  
Zoran Putnik ◽  
Mirjana Ivanović
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Science Studies ◽  
Team Formation ◽  
Formation Mechanisms ◽  
First Year ◽  
Joint Work ◽  
First Year Students ◽  
Team Projects ◽  
Collaborative Activities

This paper presents the results of the empirical research based on the experiences in using wiki as means of introducing collaborative activities in two different courses at the same time – an introductory eBusiness course for the first-year students, as well as the course in software engineering for students at the last year of Computer Science studies. Comparing and contrasting the results accomplished by these two groups of students offer interesting insights in how wiki as a tool can contribute both to the efficiency of the assignment solving process and the transparency and fairness of teamwork evaluation. Students’ opinions and feelings emerging during the work on wiki assignments and in respect to the evaluation of their joint work were also investigated. Finally, attention was paid also to the effect of the applied team formation mechanisms on the final results of team projects.

FEEDBACK METHOD IN LECTURER-STUDENT INTERACTION

2019 ◽  
Vol 1 ◽  
pp. 442
Author(s):  
Natalya Prokofyeva ◽  
Oksana Zavjalova ◽  
Viktorija Boltunova
Keyword(s):  
Computer Science ◽  
Student Performance ◽  
High Efficiency ◽  
Direct Interaction ◽  
Basic Knowledge ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Feedback Method ◽  
Student Relationship

The learning process at any stage involves direct interaction between the lecturer and students. The article discusses the lecturer-student relationship as one of the factors that influences the teaching process and improvement of learning materials on the example of the study course “Computer Science”. The study aims at using the results of the survey, as well as student tests as a feedback method to improve the quality of the presentation of new material to first-year students considering the basic knowledge of obtained secondary education. The article discusses two methods of feedback: survey and testing. Survey is considered a method with high efficiency of obtaining information, a possibility of organising mass surveys, an ability to accurately process student survey results. Testing is viewed as a method to identify the level of knowledge and skills, as well as the abilities and other qualities of the educator to meet certain standards by analysing the ways, in which a student performs a number of special tasks. Both methods perfectly complement each other and provide an opportunity to more objectively analyse the learning situation. The article presents the results of the study on the example of the study course “Computer Science” for three academic years, describes changes in the structure of the course, as well as changes in the conduction of practical classes within the course, which improved student performance.

scholarly journals “Little language” project modules

2010 ◽  
Vol 20 (1) ◽  
pp. 3-18
Author(s):  
JOHN CLEMENTS ◽  
KATHI FISLER
Keyword(s):  
Computer Science ◽  
Programming Languages ◽  
Programming Language ◽  
First Year ◽  
First Year Students ◽  
Domain Specific ◽  
Science Departments

AbstractMany computer science departments are debating the role of programming languages in the curriculum. These discussions often question the relevance and appeal of programming-languages content for today's students. In our experience, domain-specific, “little languages” projects provide a compelling illustration of the importance of programming-language concepts. This paper describes projects that prototype mainstream applications such as PowerPoint, TurboTax, and animation scripting. We have used these exercises as modules in non-programming languages courses, including courses for first year students. Such modules both encourage students to study linguistic topics in more depth and provide linguistic perspective to students who might not otherwise be exposed to the area.

scholarly journals Using a Personalized Learning Style and Google Classroom Technology to Bridge the Knowledge Gap on Computer Science

2020 ◽  
Vol 15 (02) ◽  
pp. 218
Author(s):  
Zhanat Kopeyev ◽  
Akan Mubarakov ◽  
Jaroslav Kultan ◽  
Gaukhar Aimicheva ◽  
Yessenkeldy Tuyakov
Keyword(s):  
Computer Science ◽  
Learning Style ◽  
Process Design ◽  
Educational Process ◽  
Classroom Technology ◽  
First Year ◽  
Knowledge Gap ◽  
First Year Students ◽  
Differentiated Learning ◽  
Different Levels

The article is devoted to the challenge of bridging the knowledge gap on computer science in context of the Kazakhstani education. The authors discuss the main reasons of gap in knowledge on computer science at first-year students and suggest suitable teaching to solve the indicated challenge. The considered teaching is based on the principle of continuity to teaching which provide correlation between various levels of education and improving the effectiveness of teaching. The different levels of the students’ learning outcomes on computer science is considered as one of the most important cause of the investigated challenge. For this reason, the authors investigate the educational process design and the differentiated learning methodology using the Google Classroom technology aimed to the bridging knowledge gap in computer science.

APPLYING A MOOC AS A PREPARATORY COURSE FOR FIRST-YEAR STUDENTS IN COMPUTER SCIENCE

2018 ◽  
Author(s):  
Dimitrios Sideris ◽  
Dimosthenis Karakatsoulis ◽  
Dimitrios Kalles ◽  
Michalis Xenos
Keyword(s):  
Computer Science ◽  
First Year ◽  
First Year Students ◽  
Preparatory Course

scholarly journals HOW DO FIRST YEAR STUDENTS FORM THEIR PROJECT TEAMS?

2018 ◽  
Author(s):  
Elizabeth Maggs ◽  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson
Keyword(s):  
Project Teams ◽  
Team Formation ◽  
First Year ◽  
First Year Students ◽  
Team Members ◽  
First Semester ◽  
Initial Work ◽  
Explanatory Mixed Methods ◽  
External Forces ◽  
Survey Responses

  Abstract - Common wisdom of how students, form their teams for projects is "who they know", not necessarily who would make a good teammate, nor someone they can actually work with.   In their first semester on campus, Mechatronics students have multiple opportunities to work with their classmates, any of which could have contributed to how they formed their course project team. The activities range in scope from straightforward assignments to challenging projects, and vary in length from one, to several weeks.  This research was conducted as a sequential explanatory, mixed-methods study. First semester team formation data was cross-checked with survey responses, and student self-reporting on satisfaction with their choice of team members. Focus groups were then conducted to investigate external forces on team formation.  Conclusions from the initial work show that students are much more strategic with who they work with than initially hypothesized and the motivations behind the choice of teammates are diverse, and complex. Further work needs to be completed to see how widespread these motivations are across Engineering at UWaterloo.  

Assessment of Individual and Teamwork Attributes in Undergraduate Engineering Students

2018 ◽  
Author(s):  
Thomas O'Neill
Keyword(s):  
Engineering Students ◽  
Team Work ◽  
First Year ◽  
First Year Students ◽  
Personal Support ◽  
Program Accreditation ◽  
Team Projects ◽  
University Of Calgary ◽  
Teamwork Skills ◽  
The University

Engineers Canada Accreditation Board lists12 Canadian Engineering Graduate Attributes necessaryfor program accreditation. One of these is the Individualand Team Work attribute. At the University of Calgary anannual survey has been developed to assess studentperceptions of teamwork. The survey examines students’overall satisfaction with teamwork activities, attitudestowards teamwork, perceived emphasis and supportreceived from the department, teamwork skills(competence and importance), and personal support forteamwork initiatives. Based on the responses from pastyears two trends can be identified: students perceive agap between their competence in teamwork skills and theimportance of those skills, and students show high levelsof support for more teamwork initiatives. Following thesetrends three recommendations can be made: teamworkskills development activities for the students, moreopportunities for peer feedback in team projects, andsupport for first year students. By annually administeringassessments engineering departments can evaluate theirsuccess in developing the necessary Individual and TeamWork attribute required by Engineers CanadaAccreditation Board for program accreditation.

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