Maximizing Learning Outcomes of Computer Science Projects

Capon, P. C.

doi:10.1076/csed.9.3.184.3804

Cited by 8 publications

(3 citation statements)

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“…96-99, 28], and work has been done on the motivation of students engaging with the activity of programming [29]. Material which specifically addresses motivation in the context of a large individual computing project is more scarce, although a survey by Capon suggests that, at that time, the principal motivating factor is "a personal skill that would be useful in the future, either technical or managerial" [30].…”

Section: Motivationmentioning

confidence: 99%

Undergraduate Computing Projects — an Investigation into the Student Experience

Joy

2009

Innovation in Teaching and Learning in Information and Computer

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This paper reports the results of a survey of third year undergraduate computing students undertaking an individual project. Using data gathered from the students themselves, we offer new insights into how students approach such projects. We identify the amount and focus of effort that students experience as appropriate to such an activity, together with the role of the supervisor, and we contrast the methodological approaches which academics advise with those adopted by the students themselves.

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Section: Motivationmentioning

confidence: 99%

Undergraduate Computing Projects — an Investigation into the Student Experience

Joy

2009

Innovation in Teaching and Learning in Information and Computer

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“…Student engagement helps them develop important employability skills such as; communication, teamwork, and time management [43]. Besides developing professional skills, project work improves technical skills such as designing, creating, and producing a system for the students [44]. Working on a project also delivers a real-world experience by exposing the students to the challenges that professionals face on the job [45,46].…”

Section: Hagermann and Klugementioning

confidence: 99%

Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments

et al. 2021

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Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, we analyzed team retrospectives of 23 teams using a mixed-method approach. Findings characterized teams into balanced and unbalanced orientations. Teams with balanced orientations demonstrated a higher level of team performance in terms of academic achievement than the unbalanced category.

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“…. The required deliverables should reflect and reinforce the learning objectives" [5]. The impact of the learning outcomes can be increased if the objectives are stated clearly and explicitly at the start of the project process-something that we endeavour to do.…”

Section: Learning Objectivesmentioning

confidence: 99%