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Improving Progression and Satisfaction Rates of Novice Computer Programming Students Through ACME - Analogy, Collaboration, Mentoring and Electronic Support

Miliszewska, Iwona and Venables, Anne and Tan, Grace (2008) Improving Progression and Satisfaction Rates of Novice Computer Programming Students Through ACME - Analogy, Collaboration, Mentoring and Electronic Support. Issues in Informing Science and Information Technology, 5. pp. 311-323. ISSN 1547-5840

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Abstract

The problems encountered by students in first year computer programming units are a common concern in many universities, including Victoria University. As a fundamental component of a computer science curriculum computer programming is a mandatory unit. It is also one of the most challenging units for many commencing students who often drop out from a computing course as a consequence of having failed, or performed poorly, in an introductory programming unit. This paper reports on a research project undertaken to develop and implement a strategy to improve the learning outcomes of novice programming students. Aimed at ‘befriending’ computer programming to help promote success among new programming students, the strategy incorporates the use of analogy, collaboration, mentoring sessions, and electronic support. The paper describes the elements of the strategy and discusses the results of its implementation in semester 1, 2007.

Item Type: Article
Uncontrolled Keywords: ResPubID14890, analogy, automated assessment, collaboration, introductory computer programming, programming support, student mentors
Subjects: Faculty/School/Research Centre/Department > School of Engineering and Science
FOR Classification > 1302 Curriculum and Pedagogy
SEO Classification > 9302 Teaching and Instruction
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Depositing User: VUIR
Date Deposited: 08 Sep 2011 05:17
Last Modified: 08 Sep 2011 05:17
URI: http://vuir.vu.edu.au/id/eprint/3842
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