Details
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017 |
| Pages | 1709-1712 |
| Number of pages | 4 |
| ISBN (electronic) | 9781509054671 |
| Publication status | Published - 25 Apr 2017 |
Publication series
| Name | IEEE Global Engineering Education Conference, EDUCON |
|---|---|
| ISSN (Print) | 2165-9559 |
| ISSN (electronic) | 2165-9567 |
Abstract
The prerequisite knowledge regarding Computer Science (CS) varies strongly among freshmen at university and it seems advisable to compensate for these differences before the first lecture starts. Massive open online courses (MOOCs) might represent a possible solution. We therefore designed and developed a MOOC (called 'LOOP: Learning Object-Oriented Programming') which provides a gentle introduction to computational thinking and object-oriented concepts before the programming part. In addition to the common quizzes, we developed various we-based interactive exercises to enable the learners to experiment and interact directly with the presented concepts. Furthermore, we implemented programming exercises with constructive feedback for the learners using a web-based integrated development environment and additionally an automatic grading system. The target group of the course are prospective students of science or engineering that are due to attend CS lessons in their first terms. The course was conducted as a prototype with a limited number of participants. In a concluding survey, the participants submitted textual feedback on the course; some of them proposed specific improvements for the employed interactive exercises. Yet, the overall feedback was encouragingly positive. In this paper, we describe the design and the development of the course, as well as our initial results.
Keywords
- Computer science education, Courseware, Education courses, Educational technology, Electronic learning, STEM, Self-study courses
ASJC Scopus subject areas
- Engineering(all)
- General Engineering
- Decision Sciences(all)
- Information Systems and Management
- Social Sciences(all)
- Education
Cite this
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Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017. 2017. p. 1709-1712 7943079 (IEEE Global Engineering Education Conference, EDUCON).
Research output: Chapter in book/report/conference proceeding › Conference contribution › Research › peer review
}
TY - GEN
T1 - Computational Thinking as Springboard for Learning Object-Oriented Programming in an Interactive MOOC
AU - Krugel, Johannes Arno
AU - Hubwieser, Peter
N1 - Publisher Copyright: © 2017 IEEE.
PY - 2017/4/25
Y1 - 2017/4/25
N2 - The prerequisite knowledge regarding Computer Science (CS) varies strongly among freshmen at university and it seems advisable to compensate for these differences before the first lecture starts. Massive open online courses (MOOCs) might represent a possible solution. We therefore designed and developed a MOOC (called 'LOOP: Learning Object-Oriented Programming') which provides a gentle introduction to computational thinking and object-oriented concepts before the programming part. In addition to the common quizzes, we developed various we-based interactive exercises to enable the learners to experiment and interact directly with the presented concepts. Furthermore, we implemented programming exercises with constructive feedback for the learners using a web-based integrated development environment and additionally an automatic grading system. The target group of the course are prospective students of science or engineering that are due to attend CS lessons in their first terms. The course was conducted as a prototype with a limited number of participants. In a concluding survey, the participants submitted textual feedback on the course; some of them proposed specific improvements for the employed interactive exercises. Yet, the overall feedback was encouragingly positive. In this paper, we describe the design and the development of the course, as well as our initial results.
AB - The prerequisite knowledge regarding Computer Science (CS) varies strongly among freshmen at university and it seems advisable to compensate for these differences before the first lecture starts. Massive open online courses (MOOCs) might represent a possible solution. We therefore designed and developed a MOOC (called 'LOOP: Learning Object-Oriented Programming') which provides a gentle introduction to computational thinking and object-oriented concepts before the programming part. In addition to the common quizzes, we developed various we-based interactive exercises to enable the learners to experiment and interact directly with the presented concepts. Furthermore, we implemented programming exercises with constructive feedback for the learners using a web-based integrated development environment and additionally an automatic grading system. The target group of the course are prospective students of science or engineering that are due to attend CS lessons in their first terms. The course was conducted as a prototype with a limited number of participants. In a concluding survey, the participants submitted textual feedback on the course; some of them proposed specific improvements for the employed interactive exercises. Yet, the overall feedback was encouragingly positive. In this paper, we describe the design and the development of the course, as well as our initial results.
KW - Computer science education
KW - Courseware
KW - Education courses
KW - Educational technology
KW - Electronic learning
KW - STEM
KW - Self-study courses
UR - http://www.scopus.com/inward/record.url?scp=85023594894&partnerID=8YFLogxK
U2 - 10.1109/educon.2017.7943079
DO - 10.1109/educon.2017.7943079
M3 - Conference contribution
T3 - IEEE Global Engineering Education Conference, EDUCON
SP - 1709
EP - 1712
BT - Proceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017
ER -