Extreme apprenticeship method

Vihavainen, Arto; Paksula, Matti; Luukkainen, Matti; Kurhila, Jaakko

doi:10.1145/1999747.1999824

Cited by 13 publications

(5 citation statements)

References 11 publications

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“…In the blended approach an on-line setting has been implemented, where scaffolding is provided to the students by individual, asynchronous feedback messages. The results obtained with blended XA were positive, and comparable to those obtained with in-presence tuition and individual real time feedback by the original XA approach [12,14,15].…”

Section: A Extreme Apprenticeshipsupporting

confidence: 65%

“…An innovative teaching methodology called eXtreme Apprenticeship (XA) was recently applied at the Free University of Bozen-Bolzano. This methodology has been developed in 2010 at the University of Helsinki, and applied in Introduction to Programming courses [14], showing significant improvements over traditional formats of teaching [12,15]. The basic principles of XA are the following:…”

Section: A Extreme Apprenticeshipmentioning

confidence: 99%

“…The adoption of XA in University courses led to a decrease in dropout rate, and an increase in the percentage and in grades of students who passed the exams [6,7,8,9,12,15]. Dodero and Di Cerbo [9] developed a blended version of XA, as in previous blended teaching experiences [11].…”

Section: A Extreme Apprenticeshipmentioning

confidence: 99%

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Experiencing a New Method in Teaching Databases using Blended eXtreme Apprenticeship.

Fatto

Dodero

Lena³

2015

International Conferences on Distributed Multimedia Systems

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The traditional approach of teaching Databases requires a great effort on the initial aspects of modeling and design that can negatively affect student's motivation. This consideration led us to propose a method able to motivate students. The paper presents an innovative method of teaching a Database course, as well as the results of its experience in an Italian high school. This method is based on a blended approach of the Extreme Apprenticeship methodology, jointly with a specific organization of the course topics, which, compared to the traditional organization, has been strongly adapted to the paradigm of Learning by Doing. Good results in terms of students' performance and in terms of level of learning perceived by the students have been achieved. The perceived level of learning achieved by the students has been measured through a questionnaire administered at the beginning, in the middle and at the end of the course. Blended eXtreme Apprenticeship; DataBase Teaching; Learning by Doing I.2. Scaffolding: the student performs, after modeling phase, a number of exercises under the guidance of the master. Teacher support is based on Vygotsky's Zone of Proximal Development [16].3. Fading: gradual reduction of the teacher support.By carrying out a large amount of exercises with relatively small goals, the student has a continuous perception of his

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Section: A Extreme Apprenticeshipsupporting

confidence: 65%

Section: A Extreme Apprenticeshipmentioning

confidence: 99%

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Experiencing a New Method in Teaching Databases using Blended eXtreme Apprenticeship.

Fatto

Dodero

Lena³

2015

International Conferences on Distributed Multimedia Systems

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“…One of the objective learning programming is to improve cognitive thinking process and self-efficacy, so this study develops the model of teaching strategy with adding other forms of scaffolding such as question. The Extreme Apprenticeship model (XA) is based on a set of values and practices that emphasize learning by doing together with continuous feedback as the most efficient means of learning [10][15] [16] [7]. XA begins with exercises that are simple and achievable by students.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Teaching Method on the Self-efficacy in a University Programming Class

2020

AHLSE-20 &Amp; RAABE-20 Feb. 3-5, 2020 Rome (Italy)

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This research proposes a teaching strategy adaptable to large class size environments to enhance the students' engagement and learning activity. Presenting questions or problems was one of the effective teaching methods that increase their involvement, even in a large class size. A sequence of well-defined activities come together to form a complete class[1]. The order of questions in the instructional activity could affect the outcomes of programming education. The aims of this experimental study were to determine the effects of presenting instruction activity in a different order and the interactions between teaching methods and gender in a programming lecture environment. The outcomes of this experiment is an identification of the joint effects of teaching methods and gender on the success of teaching programming, self-efficacy by non-majors. This result would also be useful in developing the new teaching model of programming classes

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“…Learners acquire a new cognitive skill, such as programming, by doing a large number of exercises, under the guidance of "masters", available to give them on-demand tutoring and feedback. XA has shown so far impressive achievements over traditional lecture-based formats of teaching, from the point of view of improvements both in grades and in percentages of successful students at the final exam [2].…”

Section: Xa For Operating Systemsmentioning

confidence: 99%