การพัฒนาบทเรียนออนไลน์เรื่องหลักการเขียนโปรแกรมคอมพิวเตอร์ สำหรับนักศึกษาปริญญาตรี คณะวิทยาศาสตร์และเทคโนโลยี มหาวิทยาลัยราชภัฏเพชรบุรี. (original) (raw)
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The Development of the Online Learning on Principle of Programming for undergraduate students at Faculty of Science and Technology, Phetchaburi Rajabhat University. The objective is to develop online tutorials on Computer Programming for undergraduate students and the opinions of students with the online lessons. The sample consisted of undergraduate students from department of mathematics and computing, faculty of science and technology who were study to computer programming course in semester 1/2555 of a cluster sampling random group consisted of 31 students. They were studying with online learning course websites and assessments. The statistics used in this study were t-test dependent, mean and standard deviation. The results showed that Students using online more learning achievement after learning than before learning. Statistically significant at the .01 level , students comment on the overall online learning is appropriate in terms of content, design and high level learning, Design screen, and the purpose of the interaction, respectively.
Although online education provides opportunities to people who traditionally do not have access to universities, there is a need for more empirical studies to gain better understanding on how to deliver quality online education, especially when the subject of the course is related with IT. Learning to program is a complicated process. This study aims to find out the difference between students' performance in online and face-to-face (F2F) settings during a computer programming course. This online course is one of the required courses for students majoring in Mathematics. It is delivered in a learning management system developed in house through a project funded by Istanbul University. The goal is to introduce students with structured programming using the programming language C. Two topics-" Functions in C Programming " and " Loops in C Programming "-were presented to students online and F2F. The total of 62 students formed two groups: the online and F2F groups. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which performed as a data collection tool to find out the views of the students in context to the process. While some results concluded that the performance of online students was satisfactory, but that their aggregate final grade was significantly lower than that of students who took an equivalent F2F class, others arrived at a conclusion reporting that there were no significant differences in overall outcomes. In case of making transition from F2F to online mode of teaching, prepossession about a new way of teaching is always an important barrier in students' perceptions. One of the further researches is investigation of strategies for incorporating blended learning opportunities in programming courses.
A quasi-experimental study of three online learning courses in computing
Computers & Education, 2007
This paper presents the results of a 3-year quasi-experimental study of three Masters courses in computing. The purpose of this study was to investigate the extent to which the teaching and learning of these courses were enhanced by being developed and delivered in an online format as compared to face-to-face full-time and part-time delivery. Key methodological questions and issues to be examined were: (a) any observable difference in student performance as measured by end-of-module grades/marks; (b) any observable difference between coursework and exam performance in the technically-oriented modules; (c) any observable difference in dropout rates, student satisfaction and faculty satisfaction. The study examined the results from 4684 module enrolments, consisting of 269 online students, 796 part-time students, and 3619 full-time students distributed across 7 modules and 79 module instantiations. The data was gathered using a variety of different means which included interviews, end of module questionnaires, student records and enrolment data. The results show that the online students consistently perform better then the face-toface students and the paper reflects on this finding.
Analysis of Web Based Learning use in a First Course of Algorithmics
2005
This paper presents an analysis of the aspects to take into account when reformulating the teaching and learning processes of a first course of Algorithmics employing elements of Distance Education in a Web-based virtual environment. Particularly it analyzes a large experience (more than 1000 students) carried out in the initial subject of Algorithmics (Computer Programming, annual subject), of the School of Computer Sciences at the UNLP, on three different student's profiles. In addition, this paper discusses the difficulties of distance education on subjects with an important experimental component, such as the analyzed first course of Algorithmics. Finally, the results obtained in the initial evaluation of the different student profiles are presented, analyzing the advantage and disadvantages of using these technologies in the initial graduate courses on Computer Sciences.
Comparison of On-line and F2F Education Methods in Teaching Computer Programming
Although online education provides opportunities to people who traditionally do not have access to universities, there is a need for more empirical studies to gain better understanding on how to deliver quality online education, especially when the subject of the course is related with IT. Learning to program is a complicated process. This study aims to find out the difference between students’ performance in online and face-to-face (F2F) settings during a computer programming course in the fall semester of the year 2010. The study was conducted at the Department of Mathematics, Faculty of Science, Istanbul University. This online course is one of the required courses for students majoring in Mathematics. It is delivered in a learning management system developed in house through a project funded by Istanbul University. The goal is to introduce students with structured programming using the programming language C. Two topics -“Functions in C Programming” and “Loops in C Programming” - were presented to students online and F2F. The total of 62 students formed two groups: the online and F2F groups. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which performed as a data collection tool to find out the views of the students in context to the process. While some results concluded that the performance of online students was satisfactory, but that their aggregate final grade was significantly lower than that of students who took an equivalent F2F class, others arrived at a conclusion reporting that there were no significant differences in overall outcomes. In case of making transition from F2F to online mode of teaching, prepossession about a new way of teaching is always an important barrier in students’ perceptions. One of the further researches is investigation of strategies for incorporating blended learning opportunities in programming courses.
On design of online learning environments for programming education
Programming is a fundamental and mandatory subject in Computer science programmes at university level, but many students have difficulties to learn even the most basic programming concepts and techniques. Computer science has a tradition of face‐to‐face programming huts where students taking programming courses can explore important programming concepts with instant feedback from human facilitators. In contemporary blended learning where more and more of teaching and learning sessions are given by distance there is a need for online alternatives for self‐learning. At the department where this study was conducted about half of the students fail to complete their introductory programming courses and many other universities face the same problem. Without facilitation, online or face‐to‐face, and appropriate alternatives for self‐learning the fail rates would be even higher. The N‐generation or the Digital Natives that now are entering university programmes are the first generation that has used computers, Internet and online systems since early childhood. Their digital prerequisites are better than earlier generations but at the same time they have higher demands for interaction in online environments. In this study two different online learning environments for self‐learning were analysed and discussed to find answers to: " What are the most important factors in the design of virtual learning environments for self‐learning of fundamental programming skills and knowledge? " The overall research strategy is the case study approach where students' attitudes on the use of online learning systems have been investigated in two programming courses. Data has been collected by interviews, evaluation questionnaires and group discussions. The explored online learning environments in this study are Pearson educations' MyProgrammingLab and Codecademy. Findings indicate that online systems have to be carefully designed if they should attract the digital natives generation. Some important design factors for self‐learning systems found in this study are: unambiguous exercises, clear and well‐formulated feedback, user‐ friendliness, GUI design, multi‐modality, gamification and curriculum alignment. Interesting extension of user‐friendliness is if the programming exercises have multi‐lingual descriptions and if the online systems might be adapted for students with different learning styles.
Gading Journal of Science and Technology (e-ISSN: 2637-0018), 2021
The outbreak of COVID-19 pandemic worldwide, including in Malaysia since early 2020 until now has shifted education activities from face-to-face to online environments. Teaching and learning programming subjects are also not exempted from using online distance learning (ODL) mode. Programming is challenging to learn in a face-to-face environment, and even more so in an ODL environment. This subject requires problem-solving skills, high motivation, and high self-directed learning to complete the programming tasks given by lecturers. This study aims to investigate the UiTM Pahang students' perception on the challenges of learning programming and their feelings (i.e., motivation and isolation) when learning programming in the ODL mode. In order to achieve the objectives of the study, a questionnaire was distributed to students undertaking three diploma courses at UiTM Pahang. The responses of 303 students who took programming in the ODL mode were analysed using SPSS statistical software. The findings show that 74.3% of the students perceive that it is more difficult to learn programming in the ODL mode than face-to-face. In terms of the students' feelings, 67% of the students feel demotivated, and 69% feel isolated when learning programming in the ODL mode. The output of this study is an indication for the programming educators to develop more effective teaching methods or techniques in teaching programming subjects in the ODL mode.
Beginning to use computers in classrooms and schools shows a great revolution nature in field of training. With the technological developments, classical class environment composed of books, notebooks, blackboards and chalk is replaced by more modern educational environments. Computers, data shows, printers, scanners and educational software formed intelligent classes. In the course of time, Internet became prevalent and began to be used in the schools, this brought in new dimensions in field of training. In a short period of time, concepts such as ‘internet- aided education’, ‘internet based education’ took its place in the literature. At the present day, a great many of university including Trakya University, is currently carrying on ‘internet- aided education’ application. In the first instance, theoretical based courses such as Turkish Language, Revolution History and Foreign Language are teaching as internet- aided courses. These courses are elective and obligatory in different departments in the Universities. In consequence, it needs quorum of instructors and physical environment facility to educate dozens of students on these courses. Internet- aided education, takes important part to supply these needs significantly. Numbers of these courses are on the increase gradually in the Universities. In the length of time some courses which have applications began to be added in numbers of these courses too. In 2007-2008 academic year, courses Computer I and Computer II which are teaching to 38 students at Science Teaching Department of Faculty of Education in Trakya University were presented as internet– aided education. So as to take students’ opinion about contents of the courses on the internet environment and methods, a questionnaire which is built up by the writer and written students feedback were used. In the first part of the present study, the concept of “internet aided -education” is explained. Second part is giving information about internet– aided education performance and preparation stage about contents of the courses on the internet aided education in Trakya University. As for the third part, process of Internet aided teaching of Computer I and Computer II courses, given in Science Teaching Department of Faculty of Education in Trakya University, is explicated. In the fourth part of the study, students’ request and ideas about contents of the courses and success rate of 38 students who are trained by internet aided education is explained. As for the conclusion and suggestion parts, evaluations related to application process are expressed.
Performance of Students in Computer Programming: An Analysis
International Journal of Engineering Research in Computer Science and Engineering (IJERCSE), 2023
The recent challenges in the delivery of instruction leads to the indispensable use of online platforms. Tasks of mentors and learners are now required to be done online. Presently it is undeniable that all disciplines involve the use of a computer. Thus the increasing utilization of computers is not only for computer education and computer programming skills but in all fields or disciplines. This study determined the challenges and experiences encountered by lecturers and students in relation to the acquisition and transfer of relevant knowledge in computer education specifically in programming courses. The Random Sampling method was used in identifying the sample size that is calculated based on the following parameters: (1) population size; (2) margin of error; and (3) confidence level. The total population of respondents is one hundred twenty-nine (129), eighty-four (84), or 65% males and forty-five (45), or 35% females. The test-retest method was employed to ensure the reliability of the instrument and the Modified-adopted survey questionnaire for gathering the required data. In order to check the coefficient of reliability of the data the Spearman-Brown method was utilized. Results revealed that most males prefer to enroll in Bachelor of Science in Computer Science (BSCS), keener and more motivated to do programming. They are keener in computer programming. Study also shows that students need to have the good foundation in courses like (1) knowledge in basic science and math course as well as (2) more hands-on programming activities. In order to produce well-versed BS Computer Science graduates, it is recommended that a more enhanced IT and Computing Education and Orientation Program should be given priority.
Development of Online Learning to Enhancing Computational Thinking for High School Students
Lecture Notes in Computer Science, 2021
This research proposes to Develop the Online Learning to Enhancing Computational Thinking. The research design is model research about Model validation composed. The results collected both in quantitative and qualitative data. The data are analyzed and summarized by synthesizing the protocol, interpretating summaries and descriptive statistics. The outcomes of the study proved that 1) the model has validity in the learning contents, the media, and the design of the model. The model holds all six components whose quality is consistent with the synthesis of a theoretical framework and conceptual framework for designing and developing the online learning environments model. 2) the validity of this model is confirmed by the impact of the learning paradigm on students. The computational thinking shows that the students were able to create knowledge representation and understanding the programming. The students' opinion towards Online Learning showed that the learning contents, the media, and the design are suitable and supported to enhance the Computational Thinking.