2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)最新文献

{"title":"How Do You Feel: Affective Expressions from Computer Science Senior Capstone Projects","authors":"R. Parker","doi":"10.1109/LaTiCE.2017.14","DOIUrl":"https://doi.org/10.1109/LaTiCE.2017.14","url":null,"abstract":"Affective (emotional) responses contribute to student engagement and, ultimately, to the decision to persist or withdraw from Computer Science as a discipline of study. We investigate affective response as a factor contributing to engagement and professional identity formation during the university-to-work transition, as supported during a senior capstone project experience. By conducting qualitative interviews and focusing on student discussion of their emotional responses during the capstone project, we note three specific ways in which affective responses contribute to the student experience. First, students are receptive to the affective responses of project sponsors during project pitching and later evaluation. Second, student affective responses are present throughout the capstone project experience, and vary widely over the life of the project. Third, student affective responses provide an indication of their engagement and investment in the projects, and are linked to real-world impact of project outcomes. This paper presents a theoretical background for focusing on affective responses in the educational space, as contributing to engagement and professional identity formation. We conclude with suggestions for how these findings might inform educational development across the CS discipline.","PeriodicalId":354294,"journal":{"name":"2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123687100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Experience and Use of Assessment in an Online Introductory Programming Course","authors":"Emma Riese","doi":"10.1109/LaTiCE.2017.13","DOIUrl":"https://doi.org/10.1109/LaTiCE.2017.13","url":null,"abstract":"Assessment has long been seen as an important part of teaching and has shown to have an impact on how students approach learning. In this study students’ experience of assessment in an online introductory programming course is investigated. This is studied through semi-structured interviews, with seven students, which are analyzed using a phenomenographic research approach. The results consist of five categories in which the students experience the given assessment; the grading is important to the teacher, the grading is important to the student, assessment as guidance, assessment as an opportunity to learn and assessment as a way to communicate. This paper also shows that three categories, assessment as guidance, assessment as an opportunity to learn and assessment as a way to communicate, are the most desirable.","PeriodicalId":354294,"journal":{"name":"2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125342930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Work in Progress - The Impact of the Student Scrum Master on Quality and Delivery Time on Students' Projects","authors":"R. Hans","doi":"10.1109/LaTiCE.2017.22","DOIUrl":"https://doi.org/10.1109/LaTiCE.2017.22","url":null,"abstract":"Various studies have been carried out to determine the impact of Scrum in students' projects. Many of these studies assign the role of the Scrum master to a lecturer or a mentor. This may have unintended consequences on the students' team, including making them feeling micro-managed and also not allowing the agile team self-organization which is a key requirement in Scrum. Furthermore, students may feel they are not in charge of their work.This paper investigates the impact that a student Scrum master has on the quality and delivery time on students' projects. The preliminary results of the investigation show that the student Scrum master plays a positive enabling role in assisting the team to meet both quality and time project constraints.","PeriodicalId":354294,"journal":{"name":"2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122386031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Electronic Textbook Implementation on Students' Learning in a Chemistry Classroom","authors":"Ricky Yuen-Ki Chiu, Derek Cheung, W. Lau","doi":"10.1109/LaTiCE.2017.17","DOIUrl":"https://doi.org/10.1109/LaTiCE.2017.17","url":null,"abstract":"Printed textbooks are popular instructional materials in secondary schools but electronic textbooks have been promoted recently. However, little is known about the effects of using e-textbooks on students' learning outcomes and the educational affordance of e-textbooks. The purpose of this study was to investigate the effects of using an e-textbook on Hong Kong students' learning of chemistry in secondary school. An e-textbook chapter entitled Ions, Ionic bonding and Structure was developed. A checklist was constructed to evaluate the quality of the curriculum and the technical features of the electronic chapter. A pretest–posttest quasi-experimental design was used in this study. Two groups of secondary-4 students (N = 27) from two Hong Kong schools participated; the experimental group used the e-textbook chapter while the comparison group used a traditional chemistry textbook published in Hong Kong to have lessons. After the intervention, the students took a posttest to assess their chemistry achievement and responded to a questionnaire to assess their attitudes towards the e-textbook. A performance test was administered to assess students' psychomotor skills at constructing ionic models. Semi-structured interviews were also conducted to collect teacher and student views about using e-textbook in a chemistry classroom. Results showed that the students in the experimental group performed better than their counterparts in the comparison group in terms of chemistry achievement, but no significant difference was found in the psychomotor domain. Using the newly constructed checklist, both teachers evaluated the e-textbook as good for learning. Both teachers and most of the participating students have positive evaluation of the e-textbook in the semi-structured interviews. However, the teacher and students expressed some concerns about using the e-textbook in their regular chemistry lessons, such as classroom management and distractions. The trial e-textbook chapter was perceived as useful with various educational affordances and the students who used e-textbooks in the study were more likely to study. The significance and implications of these findings for chemistry education in Hong Kong are discussed.","PeriodicalId":354294,"journal":{"name":"2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115369692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Types of Argumentative Knowledge Construction Process in Social Collaborative Learning Environment","authors":"S. Ibrahim, Jamalludin Harun","doi":"10.1109/LaTiCE.2017.9","DOIUrl":"https://doi.org/10.1109/LaTiCE.2017.9","url":null,"abstract":"With the rapid expansion of computer usage technology, working in social collaborative learning environment has been a common teaching and learning techniques to students. Working collaboratively can trigger deeper discussion which may lead into an argumentative debate and the development of knowledge construction in argumentation. This process is known as argumentative knowledge construction and essentially beneficial in understanding the level of students' thinking skills. However, experiencing the process is important before thinking skills can be related to it. In this study, we combine model of online discussion, argumentative knowledge construction process and 3A interaction model to see the types of argumentative knowledge construction process occur in the students' discussion in a social collaborative learning environment. Data are collected from Facebook group discussion and analyzed using content analysis technique. It is hoped that this model can illustrate a pathway to instructor on how to facilitate students' argumentative knowledge construction process especially in social collaborative learning environment and indirectly lead students' thinking skills towards the highest degree.","PeriodicalId":354294,"journal":{"name":"2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128869538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Computing Education in India: A Design Story","authors":"S. Kode, E. Sutinen","doi":"10.1109/LaTiCE.2017.21","DOIUrl":"https://doi.org/10.1109/LaTiCE.2017.21","url":null,"abstract":"In the states of Andhra Pradesh and Telangana in India, the number of engineering institutions grew from under 10 to over 500 from 1978 to 2008. This resulted in a severe shortage of good quality teachers and therefore poor quality of graduating students. In India, the employability of engineering graduates is 25%. Considering the scale and wickedness of the problem, the lead author and her team worked on designing innovative and radical solutions to this problem during the last eight years. We restrict our research focus to those colleges who responded to our call for partnership in Andhra Pradesh and Telangana and to the center, EnhanceEdu, we created at IIIT (International Institute of Information Technology) at Hyderabad. We present the EnhanceEdu design story using a new pragmatic approach called Design Story Research (DeStoRe) which has its basis in Design Science Research. An overarching design story frames past, present and future work of an entity, seeing possibilities for radical innovation.","PeriodicalId":354294,"journal":{"name":"2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131383400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}