Aidan McGowan
ABSTRACT
Traditionally university programming modules have been delivered using a blend of lectures, tutorials, and practical lab sessions. Although the lab sessions offer valuable hands-on practice, they are constrained by time, limited individualised pacing, and insufficient feedback opportunities. The solutions for the labs are normally provided as static source code, with students reviewing their attempts against the model answer. The use of video-based solutions for lab exercises has the potential to enhance flexibility and interactivity for the lab. This study explores the attitudes, experiences, and impact of the wholesale provision of video-based lab solutions in improving the student performance of a cohort of postgraduate novice programmers. It reports high student engagement with the video solutions with a clear preference for a dynamic build-up style. It also identifies separate engagement styles with the videos as well as overall improvement in module averages compared to previous cohorts. The findings highlight the potential of video-based lab solutions to enhance student learning in programming modules and adds to the literature in a relatively under-researched area and presents potential of further adoption and adaption in programming and other engineering disciplines.
- Pattanaphanchai, J. (2019). An Investigation of Students’ Learning Achievement and Perception using Flipped Classroom in an Introductory Programming course: Journal of University Teaching & Learning Practice, 16(5)Google Scholar
Cross Ref
- McDowell,C. Werner, L., Bullock, H. and Fernald, J. (2002). The effects of pair-programming on performance in an introductory programming course. SIGCSE Bull. 34, 1 (March 2002), 38–42Google ScholarDigital Library
- McGowan, A., Hanna, P., Greer, D., Busch, J., Anderson, N., Collins, M., Cutting, D., Stewart, D., & McDowell, A. (2019). Use of Wearable Technologies with Machine Learning. In IHIET 2019: Human Interaction and Emerging Technologies (Vol. 1018, pp. 325-331)Google Scholar
- Omer U, Farooq MS, Abid A. (2021). Introductory programming course: review and future implications. PeerJ Computer Science 7:e647Google ScholarCross Ref
- Malik, S.I. Improvements in Introductory Programming Course: Syst Pract Action Res 31, 637–656 (2018)Google Scholar
- Parihar, S., Dadachanji, Z., Singh, P., Das, R., Karkare, A. and Bhattacharya, A. (2017). Automatic Grading and Feedback Program Repair for Introductory Programming. (ITiCSE '17)Google Scholar
- Malik, S., Coldwell-Neilson, J. A model for teaching an introductory programming course using ADRI. Educ Inf Technol 22, 1089–1120 (2017)Google Scholar
- Markovski, S. and Gusev, M: ICT Innovations 2012, Web Proceedings, ISSN 1857-7288 ICT ACT –Google Scholar
- Radenski, A. (2006). "Python first": a lab-based digital introduction to computer science. SIGCSE Bull. 38, 3 (September 2006), 197–201Google ScholarDigital Library
- Delev, T and Dejan, G. (2012) E-Lab: Web Based System for Automatic AssessmentGoogle Scholar
- Çakıroğlu, Ü. and Öztürk, M. (2017) "Flipped Classroom with Problem Based Activities: in Educational Technology & Society, (20:1), pp. 337–349Google Scholar
- M. Drini, (2018) Using new methodologies in teaching computer programming. IEEE Integrated STEM Education Conference (ISEC), Princeton, NJ, USA, 2018, pp. 120-124, doi: 10.1109/ISECon.2018.8340461Google ScholarCross Ref
- McGowan, A., Hanna, P., & Anderson, N. (2016). Teaching Programming: Understanding Lecture Capture YouTube Analytics. ITiCSE 2016 Proceedings of the 2016 ACMGoogle ScholarDigital Library
- Lacher, L., Jiang, A. and Lewis, M. (2018) Including Coding Questions in Video Quizzes for a Flipped CS1. 49th ACM Technical SymposiumGoogle ScholarDigital Library
- Horton, D., Craig, M., Campbell & Gries,P. (2014) ITiCSE '14: June 2014 Pages 261–266Google Scholar
- Moore, C., Battestilli, L. & Dominguez, I. (2021) Finding Video-watching Behavior Patterns in a Flipped CS1 Course. In ACM Technical Symposium on Computer Science EducationGoogle ScholarDigital Library
- Murphy, L. & Wolff, D. (2019) Creating video podcasts for cs1. Journal of Computing Sciences in Colleges Volume 25 Issue 158Google Scholar
Index Terms
- Video Versus Source Code Lab Solutions
Recommendations
Code lab: a game that teaches high level programming languages
HCI '16: Proceedings of the 30th International BCS Human Computer Interaction Conference: Fusion!With a sharp rise in the adoption of technology throughout the younger generation there is a sudden need for more technologically focused teaching methods in the educational sector. Many applications and websites offer games to students in order to ...
A video lecture and lab-based approach for learning of image processing concepts
The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of ...
Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing versus Oral Debriefing following High-Fidelity Human Simulation
High-Fidelity Human Simulation HFHS is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as ...
Comments