Redesigning an Object-Oriented Programming Course
Open accessAbstract
Educational technology offers several potential benefits for programming education. Still, to facilitate the technology properly, integration into a course must be carefully designed. In this article, we present a redesign of an object-oriented university-level programming course. In the redesign, a collaborative education tool was utilized to enhance active learning, facilitate communication between students and teachers, and remodel the evaluation procedure by utilizing automatically assessed tasks. The redesign was based on the best practices found in our own earlier research and that of the research community, with a focus on facilitating active learning methods and student collaboration. The redesign was evaluated by comparing two instances of the redesigned course against two instances using the old methodology. The drop-out rate decreased statistically significantly in the redesigned course instances. Moreover, there was a trend toward higher grade averages in the redesigned instances. Based on the results, we can conclude that the utilization of educational technology has a highly positive effect on student performance. Still, making major changes to course methodology does not come without certain difficulties. Hence, we also present our experiences and suggestions for the course redesign to help other educators and researchers perform similar design changes.
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Three more articles mention pedagogical models on which the instruction is based: two use collaboration as a method of student work and the third uses argument maps.
“Three more articles mention pedagogical models on which the instruction is based: two use collaboration as a method of student work [21,38] and the third uses argument maps [39].”
From Artificial Intelligence for Student Assessment: A Systematic Review (2021) · cites this paper as [38]
Three other analyzed studies [21,38,39] hint at a pedagogical rationale mainly based on collaboration.
“Three other studies [21,38,39] also hint at their pedagogical rationale, which is mainly based on collaboration.”
From Artificial Intelligence for Student Assessment: A Systematic Review (2021) · cites this paper as [38]
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- Authors
- Kaila, E., Kurvinen, E., Lokkila, E., & Laakso, M.-J.
- Affiliations
- University of Turku (FI)
- Venue
- ACM Transactions on Computing Education
- Published
- 2016-08-16
- Volume
- 16
- Issue
- 4
- Pages
- 1-21
- ISSN
- 1946-6226 (ISSN-L)
- OpenAlex
- W2508302307
- Cited by
- 22
- References
- 48
- Citations by year
- 2023: 2 · 2022: 4 · 2021: 4 · 2020: 1 · 2019: 2 · 2018: 6 · 2017: 1 · 2016: 2
- FWCI
- 4.89
- Type
- journal article
- Language
- en
- Open access
- green
- www.utupub.fi
- Locations
- ACM Transactions on Computing Education (publishedVersion)
- UTUPub (University of Turku) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- object-oriented programming, educational technology, active learning, student cooperation, automated assessment, course evaluation, school dropout, student performance, course methodology
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