A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education

Boroni, Christopher M.; Goosey, Frances W.; Grinder, Michael T.; Ross, Rocky

doi:10.1145/273133.273181

Cited by 44 publications

(22 citation statements)

References 6 publications

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“…Beuschel et al, 2000;Moore, 1989;Sajaniemi & Kuittinen, 1999;Sandell et al, 1997) and in the special case of computer science education (e.g. Baker, Boilen, Goodrich, Tamassia, & Stibel, 1999;Boroni, Goosey, Grinder, Lambert, & Ross, 1999;Boroni, Goosey, Grinder, & Ross, 1998;Byrne, Catrambone, & Stasko, 1999;Cordova, 1999;Deaver & Resler, 1999;Mester & Krumm, 2000;Naps & Chan, 1999;Trondle, Mandl, Fischer, Koch, Schlichter, & Teege, 2000).…”

Section: Cmc In Computer Science (Cs) Coursesmentioning

confidence: 99%

Integrating internet tools into traditional CS distance education: students' attitudes

Gal‐Ezer

Lupo

2002

Computers & Education

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This paper describes a study conducted on the attitudes of students towards the integration of the Web as a channel of communication and a study tool in traditional distance teaching of Computer Science (CS) at the Open University of Israel (OUI). We examined the incorporation of web communication into the traditional model with three different groups of undergraduate students-one of 700 students in our introductory course, another of 150 students in our advanced ''Computer Networks'' course, and the third including the remaining 3000 students in the CS department. Questionnaires were answered by a representative sample. The findings show that when the use of the Web is voluntary, students do not take full advantage of it, even those who are advanced in their studies and have rich experience in using computers and the Internet. The results, however, do show that the use of the Web increases as students advance in their studies, although even in this case the Web is not used as much as it could be, either as a communication channel or as a study tool. Our findings support the following assumptions: The Web cannot substitute entirely for face-to-face learning, but it can serve as a reasonable alternative when the latter is unavailable. Using the Web to its full pedagogical potential requires a high level of self-study ability; the more distance-based the learning is, the more the Web is used and accepted by the students, and the more it serves them as a communication channel and as a study tool. #

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Section: Cmc In Computer Science (Cs) Coursesmentioning

confidence: 99%

Integrating internet tools into traditional CS distance education: students' attitudes

Gal‐Ezer

Lupo

2002

Computers & Education

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“…Due to the nature of the language, Java is widely used for the implementation of algorithmic teaching purposes [7,8].…”

Section: Implementation Issuesmentioning

confidence: 99%

Application of a New Network-enabled Solver for the Assignment Problem in Computer-aided Education

Dimitrios¹,

Konstantin²,

Samaras³

et al. 2005

J. of Computer Science

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This study present a new learning tool developed for the visualization of an algorithm for the assignment problem. We show how the teaching of an algorithm can be greatly enhanced and the tutor's effort decreased with a visualization tool that provides an interactive and animated view of the subject being taught to the students. This tool makes use of the Java technology, therefore it is platform independed and can be used efficiently in Distance Education. The "Achatz, Kleinschmidt and Paparrizos" algorithm features significant tree modifications and furthermore, it is the first time that this visualization is being made. This tool has a friendly user interface, thus enabling the user -student to familiarize quickly. It can be used efficiently in courses like Graph Theory or Network Optimization. Benefits and drawbacks are thoroughly described in order to support the significance of this tool in computer-aided education.

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“…While the use of the Web as a central theme in CS0 is not new (see [1] [5], [10]), this course is unique in that it maintains a strong emphasis on programming and problemsolving, integrates programming skills with Web technology, and still provides reasonable breadth on general computer science topics. In addition, the course Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.…”

Section: A Balanced Approach To Cs0mentioning

confidence: 99%

Rethinking CS0 with JavaScript

ReedDavid

2001

SIGCSE Bull.

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Traditional approaches to CS0 have emphasized either breadth, through an overview of computer science, or depth, through intensive programming.This paper describes an alternative teaching method that strikes a balance between these two approaches through the use of JavaScript and the World Wide Web. By taking advantage of JavaScript's simplicity and natural Web-based interfaces, the CS0 course described here is able to maintain a strong emphasis on programming and problem-solving, integrate programming skills with Web technology, and still provide reasonable breadth on general computer science topics. This balance between depth and breadth makes the course attractive to both non-majors and majors alike, providing a broad perspective of the field as well as a foundation for continuing studies in computer science.

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A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education

Cited by 44 publications

References 6 publications

Integrating internet tools into traditional CS distance education: students' attitudes

Integrating internet tools into traditional CS distance education: students' attitudes

Application of a New Network-enabled Solver for the Assignment Problem in Computer-aided Education

Rethinking CS0 with JavaScript

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