Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers

Abstract

Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand (1) What design, facilitation, and assessment strategies do teachers use to teach programming online? and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science.

Research on the Gap in Teaching Proficiency in the Aerospace Discipline between Western and Chinese University Professors, and Improvement Methods

“…Enhancing the teaching proficiency of Chinese university professors in the aerospace discipline is of great significance for fostering outstanding aerospace talent, driving research innovation, and elevating the nation's aerospace capabilities [4][5]. To improve the teaching quality for their own students, lecturers in Chinese universities can take the following measures by drawing lessons from the teaching experiences of top aerospace departments in Western countries [6][7].…”