Social networks, microblogging, virtual worlds, and Web 2.0 in the teaching of programming techniques for software engineering: A trial combining collaboration and social interaction beyond college

Morgado, Leonel; Fonseca, Benjamim; Martins, Paulo; Paredes, Hugo; Cruz, Gonçalo; Maia, Ana; Nunes, Ricardo Rodrigues; Santos, Arnaldo

doi:10.1109/educon.2012.6201129

Cited by 11 publications

(22 citation statements)

References 4 publications

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“…Compared with the previous action research cycle [29], we found that more groups actively participated in the tasks throughout the semester. In fact, 9 of the 21 groups that started the project participated regularly and obtained feedback in communities of practice online (Table 3).…”

Section: Resultsmentioning

confidence: 67%

“…The first approach has been described in detail in an earlier paper [29]. In the first action research cycle, a course assignment on software architecture styles was used.…”

Section: Approachmentioning

confidence: 99%

“…When students arrive at this mid-program level, they are not entirely motivated to attain the long-term benefits of a more structured and manageable code organization [29]. This reality, if not tackled until graduation, would leave them unprepared for the labor market, for which such skills are essential [30].…”

Section: Course Contextmentioning

confidence: 99%

“…In PM3, students progress toward working with the MVC architectural style, which essentially proposes a structural division of programs among three blocks: the model (i.e., program state), the view (i.e., output), and the controller (i.e., program flow). In PM3, the original proposal of the MVC style [4] which handles input in the controller, is contrasted with a more recent one [5], which handles input in the view.When students arrive at this mid-program level, they are not entirely motivated to attain the long-term benefits of a more structured and manageable code organization [29]. This reality, if not tackled until graduation, would leave them unprepared for the labor market, for which such skills are essential [30].…”

mentioning

confidence: 99%

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Enhancing Students’ Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach

Nunes

Pedrosa

Fonseca

et al. 2015

Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being

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Abstract.To motivate students to study advanced programming techniques, including the use of architectural styles such as the model-view-controller pattern, we have conducted action research upon a project based-learning approach. In addition to collaboration, the approach includes students' searching and analysis of scientific documents and their involvement in communities of practice outside academia. In this paper, we report the findings of second action research cycle, which took place throughout the fourth semester of a six-semester program. As with the previous cycle during the previous academic year, students did not satisfactorily achieve expected learning outcomes. More groups completed the assigned activities, but results continue to reflect poor engagement in the communities of practice and very low performance in other learning tasks. From the collected data we have identified new approaches and recommendations for subsequent research.Keywords: motivation; learning programming; collaboration; social interaction; communities of practice; project-based learning; problem-based learning. IntroductionFor students following a software engineering study program, learning object-oriented programming approaches for system development with well-structured coding is a complex challenge [1,2]. During introductory programming courses, typically students become able to develop small programs, as well as adapt and combine pieces of existing code, but they do not clearly understand the importance of writing well-structured code from pre-existing structures such as frameworks, libraries, and application programming interfaces (API) [3]. In more advanced programming situations -for example, involving the use of architectural styles such as model-view-controller (MVC) [4,5] -students need to develop a set of complex skills [3]. Furthermore, besides the programming skills required to apply such best practices during system development, students also need to develop social skills in order to collaborate with other developers as part of the teamwork-based process for developing large, complex software systems. Literature addressing engineering education has reported that current learning approaches do not align with the professional practice required by the labor market [6,7]. These approaches are narrowly focused upon the acquisition of technical knowledge supported by heavy workloads and promote a meritocracy of difficulty-based belief system instead of prioritizing active learning and integrating knowledge, skills more aligned with professional realities [8,9,10,11].The pedagogical context in which students learn influences their engagement and resolve to achieve learning outcomes [12,13], and much research has examined approaches to the above described problem employing project-based learning (PBL) and teamwork environments [14,15,16]. While engineering problems are designed so that multiple solutions of varying mathematical and scientific sophistication are possible, teamwork skills and both oral and written communic...

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Section: Resultsmentioning

confidence: 67%

“…The first approach has been described in detail in an earlier paper [29]. In the first action research cycle, a course assignment on software architecture styles was used.…”

Section: Approachmentioning

confidence: 99%

Section: Course Contextmentioning

confidence: 99%

mentioning

confidence: 99%

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Enhancing Students’ Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach

Nunes

Pedrosa

Fonseca

et al. 2015

Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being

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“…Using Design Science research [15], we developed a learning approach based on problem-based learning -(PBL) [16], which was reshaped and improved throughout three iterations [5] [6]. In each iteration, new activity plans were designed, alongside with resources and tools.…”

Section: Introductionmentioning

confidence: 99%

Simprogramming: The Development of an Integrated Teaching Approach for Computer Programming in Higher Education

Pedrosa¹,

Cravino²,

Morgado³

et al. 2016

INTED2016 Proceedings

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Computer programming courses in higher education tend to have high rates of academic failure and students struggle, particularly so in the transition from entry-level programming to advanced programming. Some of the reasons given in the literature relate to the type of teaching approach and the strategies used by students and their attitudes towards computer programming. The literature also mentions that educational approaches are not always appropriate to the needs of students and to the development of skills required in the job market.We developed a teaching approach to try to address some of these issues and support students learning computer programming in the transition from entry-level to advanced computer programming: the SimProgramming approach. This approach was introduced at the University of Trás-os-Montes e Alto Douro (Portugal), within the scope of the course "Programming Methodologies III", part of the second curricular year of the programmes of studies in Informatics Engineering and in Information & Communication Technologies.We present in detail the origins of the SimProgramming approach, starting from the first trials that introduced, in two iterations, learning activities based on problem-based learning, and up to the third iteration where the current SimProgramming approach was implemented. We describe the reasoning, design and implementation of these three iterations, to show how the approach evolved.The SimProgramming approach is based in four conceptual foundations: business-like learning environment, self-regulated learning, co-regulated learning and formative assessment. For each of these conceptual foundations, we explain the teaching strategies adopted. In SimProgramming, the learning activity process develops in four phases, and students have specific tasks in each phase.We analyse interview data regarding student perceptions about the SimProgramming approach, and registration grids data on team work dynamics and final assessment of the assignment, noting the impact of SimProgramming in student grades.The application of SimProgramming revealed promising evidences in the overall results of student learning in the activities proposed in this approach. The average grades improved, and did the number of students regularly submitting their tasks on schedule. The perceptions of students regarding the SimProgramming approach are very positive: they recommend using it in the following years, and provided some suggestions to improve the approach.We conclude with reflections and recommendations for subsequent development of the SimProgramming approach in its application to the teaching of computer programming and potential for using it in other educational contexts.

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Co-regulated Learning in Computer Programming: Students Co-reflection About Learning Strategies Adopted During an Assignment

Pedrosa

Cravino

Morgado

et al. 2019

Communications in Computer and Information Science

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Social networks, microblogging, virtual worlds, and Web 2.0 in the teaching of programming techniques for software engineering: A trial combining collaboration and social interaction beyond college

Cited by 11 publications

References 4 publications

Enhancing Students’ Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach

Enhancing Students’ Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach

Simprogramming: The Development of an Integrated Teaching Approach for Computer Programming in Higher Education

Co-regulated Learning in Computer Programming: Students Co-reflection About Learning Strategies Adopted During an Assignment

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