Untitled Document
You are from : ( )  
Untitled Document
Untitled Document

International Journal of Information Technology & Computer Science ( IJITCS )

Abstract :

This paper provides insights into the underlying research on issues in teaching introductory programming at university which gave rise to the conceptualisation of the CABLE model – a learning environment for teaching computer programming trialled at the National University of Samoa over a period of 3 years. The paper describes why students find programming difficult. From analysis of the research, potential solutions are proposed. These solutions form the basis of recommendations for the conceptualization and establishment of a model of a learning environment called CABLE. Findings from the analyses of research on issues in teaching programming are also used as recommendations on methodology and implementation details of the proposed pedagogical model.

Keywords :

: programming; computer programming; CABLE; collaborative learning; cognitive apprenticeship; modelling; metacognition; computer mediated communication

References :

  1. Chan Mow, I.T The Effectiveness of Cognitive Apprenticeship based Learning Environment (CABLE) in Teaching Computer Programming. Unpublished PHD dissertation, 2006, University of South Australia
  2. O. Astrachan., T.Selby, & J.Unger. An Object-Oriented, Apprenticeship Approach to Data Structures using Simulation: Proceedings of FIE '96, Frontiers in Education, 1996.
  3. S.Garner.  Cognitive load reduction in problem solving domains, Edith Cowan University, 2006.
  4. L.E. Winslow. “Programming pedagogy- a psychological overview”. SIGCSE Bulletin, Vol 28, pp.17–22, 1996.
  5. J.F. Pane, & B.A.Myers. “Usability issues in the design of novice programming system”, Carnegie Mellon University, School of Computer Science Technical Report CMU-CS-96-132, 1996.
  6. M. P. Bruce-Lockhart, T. S. Norvell, and Y. Cotronis. “Program and algorithm visualization in engineering and physics”. Electronic Notes in Theoretical Computer Science, vol 178, pp. 111-119, 2007.
  7. A. Blackwell. “First steps in programming: a rationale for attention investment models”. Presented at IEEE Symposia on Human-Centric Computing Languages and Environments. Arlington, VA, pp.2-10, 2001.
  8. A.K.,Lui, R. Kwan, M. Poon, M, Y.H.Y Cheung. “ Saving weak programming students: applying constructivism in a first programming course”. SIGCE Bulletin, vol 36,no 2, 2004.
  9. B.Wilson, & P. Cole. “Cognitive apprenticeships: an instructional design review”: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology. IR 015 132. (ERIC Document Reproduction Service No. ED 335 022), 1991.
  10. J.C. Winnips. “Scaffolding by design. a model for www learner support”. Unpublished PHD dissertation, Netherlands :University of Twente, 2001.
  11. G. Salomon, D.N. Perkins, & T. Globerson. Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, vol 20, no 3, pp.2-9, 1991.
  12. A. Blair, & T. Hume, T. An Exploration of the Application of Constructive learning Techniques to Software development using Object orientation as a Vehicle. Paper presented at CTI Annual Conference, 1994.  Retrieved March 12, 2003, from http://www.ulst.ac.uk/cticomp/therhume.html
  13. W.F.J Cheng. Teaching and Learning to Program: A Qualitative study of Hong Kong sub degree students Unpublished PHD dissertation, University of Sydney, 2010.
  14. The Joint National Task Force on Computing Curricula Report. IEEE Computer Society, Association for Computing Machinery, Computing Curricula 2001, Computer Science, Final Report
  15. R.J. Parham. “An assessment and evaluation of computer science education”. Journal of Computer Science in Colleges, vol 19, no 2, pp.116-127, 2003.
  16. L. Springer, M.E. Stanne, S. Donovan. “Effects of cooperative learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. (Research Monograph No. 11). Madison: University of Wisconsin-Madison, National Institute for Science Education, Review of Educational Research, 1998.
  17. . J.Brill, B., Kim,  & C. Galloway.  “Cognitive apprenticeships as an instructional model”. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology, 2001. Retrieved April 5th, 2004, from http://itstudio.coe.uga.edu/ebook/CognitiveApprenticeship.htm.
  18. D.G. Moursound. Increasing your expertise as a problem solver: Some roles of computers. Eugene, OR: ISTE. Copyright (C) David Moursund, 2002. Retrieved August 11th, 2004 from http://www.uoregon.edu/~moursund/PSBook1996/chapter_9.htm.
  19. S. Jarvela. “Socioemotional aspects of students learning in a cognitive apprenticeship environment”. Instructional Science, vol 26, pp.439-471, 1998.
    M. Kolling, & J. Rosenberg.  “Guidelines for teaching object orientation with java”. SIGCSE Bulletin, vol 33, no 3, pp.33-36, 2001.
  20. H.W.Carmichael, J.D. Burnett, W.C. Higginson, B.G.Moore & P.J.Pollard. “Computers, children and classrooms: a multisite evaluation of the creative use of microcomputers by elementary school children”. Toronto, Ontario, Canada: Ministry of Education, 1985.
  21. L. Williams, E. Wiebe, K. Yang, M. Ferzli, & C. Miller. “In support of pair programming in the introductory computer science course”, Computer Science Education,vo1 2, pp.197-202, 2002.
  22. M. Ortiz, G, Ayala, & M. Osorio. Formalizing the Learner Model for CSCL Environments: Proceedings of Encuentro International de Ciencias de la Computatyion (ENC ’03), 2004.  Retrieved October 15th, 2004, from http://info.pue.ud/ap.mx/~tesis/lis/ortiz_d_mm/bibliografia.pdf.
  23. M. Pedroni. “Teaching introductory programming with the inverted curriculum approach”, Diploma thesis, Department Computer Science, ETH Zurich, 2003. [Electronic Version].
  24. D.H.Clements. “The future of educational computing research: the case of computer programming, information technology in childhood education”, pp. 147-179, 1999. Retrieved Jan 2nd , 2004 from http:// investigations.terc.edu/relevant/pdf/EducationalComputing.pdf .
  25. P.Brusilovsky, & M. Spring.”Adaptive, engaging, and explanatory visualisation in a C programming course”, ED-MEDIA’2004 – World Conference on Educational Multimedia, Hypermedia and Telecommunications,eds L. Cantoni & C. McLoughlin, Lugano, AACE, 21-26 June 2004,Switzerland, pp. 1264-1271, 2004.
  26. A.H.K.Yuen. “Learning to program through interactive simulation”,Educational Media International, vol. 43, no. 3, pp. 251-268, 2006.
  27. F.K.Wang & C.J.Bonk. A design framework for electronic cognitive apprenticeship, Journal of Asynchronous Learning Networks, vol 5,no 2, pp.131-151, 2001.
  28. R.C. Schank, T. Berman, & J. McPherson. Learning by doing. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory, pp. 161–181, 1999. Mahwah, NJ: Lawrence Erlbaum.
  29. R. Chmiel & M.C.Loui. “Debugging: from Novice to Expert” : Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2004, Norfolk, Virginia, USA, ACM 2004, ISBN 1-58113-798-2, 2004.
  30. Lea, M., & Street, B. Student writing in Higher Education: an academic literacies approach. Studies in Higher Education, vol 23, no 2, pp.157–172, 1998.
  31. J. Tholander, F. Rutz, K., Karlgren, R. & Ramberg. “Design and evaluation of an apprenticeship setting for learning object-oriented modeling”. In: Cumming, G., Okamoto, T., & Gomez, L., (Eds.), Proceedings of The International Conference on Computers in Education, Chiba, Japan, Nov. 1999.
  32. D.W. Johnson, & R.T Johnson. “Learning together and alone: cooperative, competitive, and individualistic learning” (5th ed.). Boston: Allyn & Bacon, 1999.

Untitled Document
Untitled Document
  Copyright © 2013 IJITCS.  All rights reserved. IISRC® is a registered trademark of IJITCS Properties.