Technology-enhanced learning for Java programming: Duo cum faciunt idem, non est idem
| Authors | |
|---|---|
| Year of publication | 2011 |
| Type | Article in Periodical |
| Magazine / Source | ACM Inroads |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.1145/1929887.1929906 |
| Field | Informatics |
| Keywords | Computer and Information Science Education |
| Description | Background pedagogical theories and methods underpinning technology-enhanced learning in introductory programming courses at a university level attract teachers' community and foster continuous research at least since the end of the nineties. However, it still has not led to a generally applicable way of teaching and learning that would guarantee the best possible success under the given circumstances. This rather pessimistic fi nding intrigued and inspired authors of this paper to analyze, present, and compare selected experiences gathered during nearly a decade of technology-enhanced approach in teaching an object-oriented programming languages with specifi c focus on Java at two large universities in two countries. In this paper we have examined a number of issues affecting its positioning in the curriculum, learning design, and quality at both institutions. Based on quantitative and qualitative analysis, the history and current state is evaluated and key recommendations for planning, designing, deployment, and evaluation of similar courses are provided. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions not infl uenced by specifi c properties of one particular educational system. |
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