A distributed system for learning programming on-line

Verdú, Elena; Regueras, Luisa M.; Verdú, María Jesús; Leal, José Paulo; Castro, Juan Pablo de; Queirós, Ricardo

doi:10.1016/j.compedu.2011.08.015

Cited by 97 publications

(61 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Boss (Heng et al, 2005), Mooshak (Leal and Silva, 2008) and EduJudge (Verdú et al, 2011) are examples of such tools. They compare the output produced by the submitted answers (programs) against the expected output (repeating the verification for a set of input/output test cases) and produce a grading, but, at the same time, these systems help the teacher to involve students through precise and rapid feedback.…”

Section: Automatic Evaluationmentioning

confidence: 99%

“…Different studies show that these systems enable students to autonomously develop programming skills and significantly improve their performance (Verdú et al, 2011).…”

Section: Combining Animation and Automatic Evaluationmentioning

confidence: 99%

“…However, differences in motivation and feelings between losers and winners can exist. These negative effects can be minimized through different practices, such focusing on learning and fun rather than in the competition by itself (Verdú et al, 2011).…”

Section: Combining Animation and Automatic Evaluationmentioning

confidence: 99%

“…Immediate feedback is important to give the student an assessment of his ongoing work, indicating whether the result is right or wrong and, if possible, explaining the error causes and recovery. New tools arose (especially in the area of programming contests) to allow for the submission of solutions (programs developed by the students) to the exercises proposed by the teacher and to assess them, returning immediately information about the submitted answer (Verdú et al, 2011). These tools can be incorporated into teaching activities, allowing students to test their work getting immediate feedback.…”

Section: Introductionmentioning

confidence: 99%

“…Receiving feedback is essential for knowledge acquisition (Verdú et al, 2011). Immediate feedback is important to give the student an assessment of his ongoing work, indicating whether the result is right or wrong and, if possible, explaining the error causes and recovery.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Computer-supported Techniques to Increase Students Engagement in Programming

Tavares¹,

Henriques

Gomes³

2016

Proceedings of the 8th International Conference on Computer Supported Education

View full text Add to dashboard Cite

Abstract:One of the main reasons that justify the student's failure in (introductory) programming courses is the lack of motivation that impacts on the knowledge acquisition process, affecting learning results. As soon as students face the difficulties concerning the development of algorithms or the coding in a programming language, they give up and do not try harder to solve other problems; they think it is a demanding activity and feel frustrated.In this paper we describe in detail an experiment conducted to verify the effectiveness, in terms of the increase in motivation and in knowledge acquisition, of combining program Animation tools with the immediate feedback provided by Automatic Evaluations Systems.

show abstract

Section: Automatic Evaluationmentioning

confidence: 99%

“…Different studies show that these systems enable students to autonomously develop programming skills and significantly improve their performance (Verdú et al, 2011).…”

Section: Combining Animation and Automatic Evaluationmentioning

confidence: 99%

Section: Combining Animation and Automatic Evaluationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Computer-supported Techniques to Increase Students Engagement in Programming

Tavares¹,

Henriques

Gomes³

2016

Proceedings of the 8th International Conference on Computer Supported Education

View full text Add to dashboard Cite

show abstract

IMI Python: Upgraded CS Circles web‐based Python course

Djokic-Petrovic

Pritchard

Ivanović

et al. 2016

Comp Applic In Engineering

View full text Add to dashboard Cite

The rapid growth of student demand for flexible education and learning alternatives has caused a significant increase in web‐based programming course offerings. In order to ensure easy and enjoyable ways of acquiring knowledge, many web‐based solutions have customized the design and content to student needs. This paper introduces a project of the Institute for Mathematics and Informatics (IMI) called IMI Python, an interactive online course. It is based on the open‐source Computer Science Circles (CS Circles) project. IMI Python aims to assist the target audience, primarily students, learn a spectrum of Python knowledge. The benefits of this enhanced system are multiple, both for students and their teachers. The course content is structured and divided by levels: basic, medium, and advanced. Flexible navigation through the different levels of difficulty and lesson units allows students to easily review any forgotten material and adopt new knowledge. Teachers have the ability to follow the progress of individual students or all students in a level, and communicate with them about their work. Teachers and students can communicate within the system to discuss individual exercises through a simple user interface. The system is enhanced with the possibility of testing students’ knowledge through quizzes. Quizzes are visible at assigned time intervals and are worth a certain number of points. By tracking students’ results, teachers can determine whether the site has enough quality material and what can contribute to its improvement. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:464–480, 2016; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

show abstract

Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Nguyen

Dang

et al. 2016

Comp Applic In Engineering

View full text Add to dashboard Cite

This paper presents the design and evaluation of a Web-based collaborative learning environment called EduCo for learning and practicing team-based exercises in computer science and software engineering courses. EduCo's defining characteristic is integrating a number of services for software development activities, for example, project management, requirements engineering, design, and programming into integrated shared workspaces with social-networking facilities to enhance collaboration among students and instructors. We conducted a controlled experiment to evaluate the effectiveness of the system in doing a three-iteration programming project. A total of 126 second-year students who attended an object-oriented programming course participated in the experiment. The results show that while the system was not found to affect student programming performance, it improved student engagement and satisfaction when working in teams. These results imply that the system's shared workspaces and social-networking services have the potential to enhance learning outcomes of students working in teams when these features are integrated into collaborative learning environments. ß

show abstract

A distributed system for learning programming on-line

Cited by 97 publications

References 42 publications

Computer-supported Techniques to Increase Students Engagement in Programming

Computer-supported Techniques to Increase Students Engagement in Programming

IMI Python: Upgraded CS Circles web‐based Python course

Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Contact Info

Product

Resources

About