Early Start in Software Coaching

Vikberg, Thomas; Vihavainen, Arto; Luukkainen, Matti; Kurhila, Jaakko

doi:10.1007/978-3-642-38314-4_2

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…Another viewpoint focuses on feedback-based approaches to promote learning on how to program. Some pedagogical interventions used formative feedback extensively with peer code review [Sun et al 2019], scaffolding [Vikberg et al 2013], or visual interactive learning and educational robots [Anfurrutia et al 2018]. Others provided feedback through automatic assessment tools [Zampirolli et al 2021].…”

Section: Related Workmentioning

confidence: 99%

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Josko

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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Learning computer programming involves overcoming different obstacles to mature technical, cognitive, and social skills. The literature presents a variety of teaching approaches to engage students in learning how to program. However, there is a lack of works that combine different teaching methods from cognitive and affective dimensions or consider the latter dimension in face-to-face classes consistently. This work presents our experience mixing pair programming, formative feedback, aspects of the affective dimension, and creative programming problems. The preliminary results analysis of three groups (82 students) reveals the contribution of our approach to the pass and fail rates (P = 0.0367 and 0.0329, respectively) corroborated by students’ feedback.

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Section: Related Workmentioning

confidence: 99%

An experience in mixing cognitive and affective teaching approaches in a CS1 course

Josko

2021

Anais Do XXIX Workshop Sobre Educação Em Computação (WEI 2021)

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“…After realizing the benefits for the students, especially ones within the software engineering subtrack [18], the faculty welcomed the new student helpers.…”

Section: Origin Of the Approachmentioning

confidence: 99%

“…helping students to learn programming better than they would simply on their own. This means that students help novice programmers to make working software, improve their design, and nudge them towards necessary information [18]. An important aspect is that the ideas of the students are to be embraced; TAs are forbidden to impose the their own solutions on the students.…”

Section: Practicementioning

confidence: 99%

“…We include acting as a TA in CS1 as a formal part of our degree under the course label "CS1 Coaching", as it has clear similarities with agile software coaching (for details see [18]). CS1 Coaching is not a typical course in the traditional sense as there are no teaching-related lectures or workshops, no division into specific groups, and no summative assessment of the students undertaking the duties of a teaching assistant.…”

Section: Introductionmentioning

confidence: 99%

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Massive increase in eager TAs

Vihavainen

Vikberg

Luukkainen

et al. 2013

Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education

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Incorporating students to participate as teaching assistants in our CS1 as early as during their second semester has started a snowball effect, in which more and more students want to be a part of the experience. We allow students to contribute and take responsibility in a context they see as meaningful for teaching. The students-as-teachers approach means that they are mentored by senior teachers in the actual teaching context, which guarantees enough peer and faculty support for students undertaking the task. A significant percentage of our students (ca. 20%) participate as teachers. This has brought us several benefits: (1) new students are welcomed to the learning community by other students as representatives of the institution, not just student organizations, (2) students understand and undertake the responsibility of being a teacher early, and (3) a massive number of eager TAs.

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