Towards an e-assessment approach of algorithmic problem-solving skills using plan-based program understanding approach

Bey, Anis; Bensebaa, Tahar

doi:10.1109/iceeli.2012.6360666

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…Unlike the study of Cohen and Magen-Nagar [26] which reports that MOOC participants weakly used cognitive learning strategies, our study shows that students adopted more cognitive strategies such as "make a connection between what is being learned and previous knowledge" and the organization strategy "using flowcharts" to appropriate algorithmic content (essentially loops and conditions). This result can be explained by the fact that students are aware of the strategies which are adapted to learn the abstract concepts of algorithmics and that a simple repetition or a learning by heart of the concepts do not allow to assimilate the foundations of this subject [29].…”

Section: 1mentioning

confidence: 99%

“…Thus, it would be necessary to proceed to remediation that explicitly describes, step by step, executions of algorithms that mobilize treatments composed of several conditions and loops. These executions should also present how to solve problems while helping participants to develop procedural strategies [29]. Interactive exercises might also be useful by providing direct assistance in the MOOC and by monitoring participant progress so that MOOC designers or teachers can provide supports for low-performing participants.…”

Section: Conclusion and Implications For Future Workmentioning

confidence: 99%

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A Didactic Study of an Algorithmic and Programming MOOC: Learning Strategies Adopted by Students and their Difficulties

Babori¹

2022

Int. J. Emerg. Technol. Learn.

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While researches on programming MOOCs give importance to the pedagogical issues (assessment, using of integrated development environment, analyzing performance or drop out in programming MOOCs), studies focus less on didactic issues. Thus, this study aims to understand the learning process within the MOOC of “Algorithms and Programming” delivered on the national platform "Morocco Digital University (MUN)" and presents a description of the learning strategies within programming MOOCs and difficulties encountered by participants drawn from in-depth interviews with 39 participants. The results revealed that to learn within the MOOC, the students used “cognitive strategies” in terms of elaboration strategies such as linking the content with prior programming knowledge and organization strategies such as the use of flowcharts to build step by step the algorithmic knowledge and “technical strategies” in terms of mobilization of videos and quizzes of the MOOC. The students have difficulties in decomposing problems, passing from the analysis phase to the algorithmic development phase and complex treatments composed of several conditions and loops. These results can provide MOOC instructors and researchers with insights into the study and design of programming MOOCs by taking into account the various learning strategies used by students and their experienced difficulties.

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Section: 1mentioning

confidence: 99%

Section: Conclusion and Implications For Future Workmentioning

confidence: 99%