Laboratory-style teaching of computer science

Penny, J. P.; Ashton, P. J.

doi:10.1145/323410.323449

Cited by 3 publications

(1 citation statement)

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“…Code fragments and design exercises help but the laboratories clearly provide the most interest to the students. The lab provides a dynamic, self-directed learning experience where friends are often made and students typically learn more [10]. The rare brilliant lecture moments do not quite compare.…”

Section: Make It Interestingmentioning

confidence: 99%

Lessons learned from teaching software engineering to adult students

Cusick

Thirteenth Conference on Software Engineering Education and Training

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Teaching provides many challenges. Presenting Software Engineering to students brings a teacher face to face with a most unwieldy subject. Packaging this subject for delivery to adult students in a continuing education setting has proven both rewarding and difficult. This paper attempts to communicate the specific approach used to teach Software Engineering as part of an applied technology program. The context of the course is presented including the program setting, course goals, and student body composition. The specifics of the course are summarized in outline along with a discussion of the content evolution over a four-year period. Extensive coverage of the project workshop portion of the course is also included. Finally, several "lessons learned" are offered for consideration. 2 The author is also a part-time instructor at Columbia University's CTA Program.

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Section: Make It Interestingmentioning

confidence: 99%

Lessons learned from teaching software engineering to adult students

Cusick

Thirteenth Conference on Software Engineering Education and Training

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A Comparison of Two Laboratory‐based Approaches for Teaching Introductory Computer Science

Corritore

Hickman

Grandgenett³

et al. 1999

Innovations in Education and Training International

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This paper examines the role of a laboratory in the teaching of introductory computer science courses. The purpose of this exploratory study was to examine and compare the use of two specific laboratorybased alternatives, one in which students worked individually in a hands-on environment, and one in which students worked in an interactive group setting led by an instructor. Data were collected on general student performance, class attrition, and course-related perceptions in both settings. The results indicated that students in both the hands-on and the interactive demonstration laboratory sections performed relatively equally in the course activities. Also, an examination of student attrition rates noted a lower rate for each of the laboratory approaches when compared to a traditional lecture approach. Student opinions examined within the study suggested that students perceived a real need for laboratory-based instruction in introductory computer programming courses, but that they were very concerned about the extra work and class time that it might represent. Finally, the suggestion is made that laboratory instruction using interactive demonstration represents a less expensive, and perhaps an excellent intermediate alternative to more hands-on instruction.

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