Assessment of the effectiveness of instructional technology in the CS introductory programming classes

30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135) Pub Date : 2000-10-18 DOI:10.1109/FIE.2000.896645

D. Reese, N. Miller

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引用次数: 1

Abstract

Many students with widely varying backgrounds are required to take an introductory programming course in computer science (CS). Mississippi State University has three courses in introductory programming that reach these concepts and differ only in the programming language that they use. Currently these courses are taught in a lecture only format with programming assignments required as part of the students' grades. Many of these introductory programming students struggle with the concepts in these classes. The wide availability of the World Wide Web to these students provides us with an opportunity to develop supplemental course material for these students to help demonstrate the basic concepts, and advance the students' capabilities in developing computer programs to solve a variety of problems. This paper discusses an experiment undertaken to determine the effectiveness of such Web based instructional material and asynchronous learning activities on student performance in an introductory programming class.

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CS编程入门课程中教学技术的有效性评估

许多背景各异的学生都被要求参加计算机科学(CS)的编程入门课程。密西西比州立大学(Mississippi State University)有三门编程入门课程，都涉及到这些概念，只是它们使用的编程语言不同。目前，这些课程仅以讲座形式授课，编程作业是学生成绩的一部分。许多编程入门的学生都在努力理解这些课程中的概念。万维网对这些学生的广泛可用性为我们提供了一个为这些学生开发补充课程材料的机会，以帮助他们展示基本概念，并提高学生开发计算机程序解决各种问题的能力。本文讨论了一项实验，以确定这种基于Web的教学材料和异步学习活动对学生在编程入门课上的表现的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)

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