Non-restricted Access to Model Solutions: A Good Idea?
Open accessAbstract
In this article, we report an experiment where students in an introductory programming course were given the opportunity to view model solutions to programming assignments whenever they wished, without the need to complete the assignments beforehand or to wait for the deadline to pass. Our experiment was motivated by the observation that some students may spend hours stuck with an assignment, leading to non-productive study time. At the same time, we considered the possibility of students using the sample solutions as worked examples, which could help students to improve the design of their own programs. Our experiment suggests that many of the students use the model solutions sensibly, indicating that they can control their own work. At the same time, a minority of students used the model solutions as a way to proceed in the course, leading to poor exam performance.
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There are cases where model solutions are useful: model solutions have been deliberately provided to students in some prior research, and they are also often provided in automated learning environments that are not focused on grading.
“model solutions have been deliberately provided to students in some prior research [62,63], and they are also often provided in automated learning environments that are not focused on grading [34].”
From Exploring the Responses of Large Language Models to Beginner Programmers’ Help Requests (2023) · cites this paper as [62]
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References 28 · Cited by 7
Research works printed but not linked: 3
- Allan Collins, John Seely Brown, and Susan E Newman. 1989. Cognitive appren- ticeship: Teaching the crafts of reading, writing, and mathematics. Knowing, learning, and instruction: Essays in honor of Robert Glaser 18 (1989), 32-42.
- Vanessa P Dennen and Kerry J Burner. 2008. The cognitive apprenticeship model in educational practice. Handbook of research on educational communications and technology 3 (2008), 425-439.
- J Gregory Trafton and Brian J Reiser. 1993. Studying examples and solving problems: Contributions to skill acquisition. In Proceedings of the 15th conference of the Cognitive Science Society. Citeseer, 1017-1022.
- Authors
- Nygren, H., Leinonen, J., & Hellas, A.
- Affiliations
- University of Helsinki (FI)
- Venue
- Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education
- Publisher
- ACM
- Published
- 2019-07-02
- Pages
- 44-50
- OpenAlex
- W2964119902
- Cited by
- 7
- References
- 28
- Citations by year
- 2024: 1 · 2023: 2 · 2022: 1 · 2021: 2 · 2019: 1
- FWCI
- 1.16
- Type
- conference paper
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) (publishedVersion)
- Työväentutkimus Vuosikirja (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- model solutions, worked examples, introductory programming, programming exercises, exam performance, programming education
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