Learning problem solving skills: Comparison of E-learning and M-learning in an introductory programming course

Malik, Sohail Iqbal; Mathew, Roy; Al-Nuaimi, Rim; AlSideiri, Abir; Coldwell-Neilson, Jo

doi:10.1007/s10639-019-09896-1

Cited by 29 publications

(20 citation statements)

References 21 publications

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“…Furthermore, the applications help in developing affective engagement of students in the course. This finding is consistent with the reference [14] who also advocated that E-learning and Mlearning promoted problem solving skills in programming education.…”

Section: Discussionsupporting

confidence: 92%

Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

Malik

Al-Emran

Mathew

et al. 2020

Int. J. Emerg. Technol. Learn.

Self Cite

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Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

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Section: Discussionsupporting

confidence: 92%

Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

Malik

Al-Emran

Mathew

et al. 2020

Int. J. Emerg. Technol. Learn.

Self Cite

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“…Students have to devise the solution of the given problem statement by using pseudo code technique which helps them to understand the problem statement in a better way. This finding is consistent with Malik et al (2019) and Sohail et al (2019).…”

Section: Discussionsupporting

confidence: 90%

“…They also suggested that games can play important role in teaching programming courses and can attract students' attention in the programming domain. Moreover, Sohail et al (2019) concluded that students preferred M-learning more than the E-learning in the IP course.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course

Mathew¹,

Malik²,

Tawafak³

2019

Informatics in Education

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Problem solving skills are considered an important component in learning to program in an introductory programming (IP) course for novices. This study introduced a PROSOLVE game to enhance problem solving skills of novice programmers in the introductory programming course. The game is based on pseudo-code technique. A survey was employed to collect students' feedback and semi-structured interviews were organized to collect instructors' opinion about the game. The results show that the game helped most of the students in understanding the programming concepts, structures and problem solving strategies. Moreover, the game supports students' cognitive engagement, gains, and affective engagement in the IP course. Instructors appreciated the game and considered it as an additional supporting teaching tool in the IP course. Moreover, they considered the game as good alternative of traditional pen and paper learning approach in attracting students' interest in the programming domain.

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“…However, the literature often reports high indicators of failure and discontinuation of activities on the platform or mobile applications. At the same time, both students and teachers appreciate the opportunities provided by e-learning and highly rate the way it supports cognitive processes and engagement in students [28]. In the context of e-learning, the philosophical position is also recalled, namely, that of social constructivism, which suggests that group work, language, and discourse are crucial for effective learning [29].…”

Section: Development Of the Information Societymentioning

confidence: 99%

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Tomczyk¹,

Potyrała²,

Włoch³

et al. 2020

Sustainability

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Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.

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Learning problem solving skills: Comparison of E-learning and M-learning in an introductory programming course

Cited by 29 publications

References 21 publications

Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

Teaching Problem Solving Skills using an Educational Game in a Computer Programming Course

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

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