This document discusses strategies for assessing self-directed learning in introductory computer programming courses. It notes low pass rates and high dropout rates in these courses and proposes using various assessment methods to improve learning outcomes. These include short online quizzes to assess conceptual understanding, knowledge blogging to promote metacognition and reflective activities, and project-based learning and assessment to improve performance. Graphs show uptake of these different assessment methods increased over time. The findings stress that novel assessment strategies must be supported by institutional systems and students to effectively address high failure rates.
Teaching and Assessment Strategies for Self-Directed LearningUnisa
The low throughput rate in programming courses worldwide, especially on the first-year level, have been researched for many years. This has led to research published on the different teaching, assessment and learning methods, which can be used for programming courses. However, implementing these suggested assessment methods in the Open Distance e-Learning domain poses challenges. This conference paper will discuss the combination of assessment methods to improve learning, and reliably measure essential theoretical, practical and communication skills of first-year programming students. An approach focussing on data analysis was followed, and the research was quantitative in nature. The findings in this paper will show that pass rates should not always be considered as the sole indicator of the success or failure of the implementation of online teaching, assessment and learning methods. Experiences and outcomes shared in this paper offer programming instructors and the e-learning community in general an opportunity to make decisions on the extent to which they can use the teaching, assessment and learning strategies employed in this research in their own settings.
Teaching and Assessment Strategies for Self-Directed LearningUnisa
The low throughput rate in programming courses worldwide, especially on the first-year level, have been researched for many years. This has led to research published on the different teaching, assessment and learning methods, which can be used for programming courses. However, implementing these suggested assessment methods in the Open Distance e-Learning domain poses challenges. This conference paper will discuss the combination of assessment methods to improve learning, and reliably measure essential theoretical, practical and communication skills of first-year programming students. An approach focussing on data analysis was followed, and the research was quantitative in nature. The findings in this paper will show that pass rates should not always be considered as the sole indicator of the success or failure of the implementation of online teaching, assessment and learning methods. Experiences and outcomes shared in this paper offer programming instructors and the e-learning community in general an opportunity to make decisions on the extent to which they can use the teaching, assessment and learning strategies employed in this research in their own settings.
This presentation looks at the assessment concepts underpinning the Mobler app and focusses on the implications of using mobile devices for assessing the students' learning in higher education. These slides were presented at the Eduhub SIG E-Assessment Meeting Nov. 26, 2015
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Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
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Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Systematic development of specifications using learning and instructional theoryDiovieLubos2
Boyie, the principal, has decided that eLearning is a good option for covering some training needs.
Georgie, the teacher educator, is in charge of initiating and coordinating an eLearning project involving teacher trainers and teachers from various parts of the country. The eLearning initiatives should consider the institutions’ low level of ICT penetration
Georgie needs to know the process to follow and the resources required to develop eLearning content and deliver the course through the Internet.
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#EU projects,#
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
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Teaching and Assessment Strategies for Self-Directed Learning
1. Teaching and Assessment Strategies for Self-Directed Learning
Dalize van Heerden
Department of Computer Science
Prof Leila Goosen
Department of Science and Technology Education
University of South Africa
2. Problem
• Low pass rate and high dropout rates
• Worldwide concern for higher education
institutions offering introductory computer
programming courses (Bergin and Reilly, 2005)
• Exacerbated in ODL environments, where
many other factors contribute to student
retention and success (Subotzky & Prinsloo, 2011)
3. Theory
• Programming students must understand the theory
behind each concept in order to apply the concept
practically.
• The practical nature of programming also means
students tend to know how to implement practical
concepts in a given context, without understanding
why the concept works.
• When the concept is changed, the student can no
longer apply the concept (Brito & De Sá-Soares,
2014).
4. IT Language
• IT students should be able to write reports, technical
materials, user manuals and in general communicate
their ideas using disciplinary language (Wu & Maly,
2015).
• Assessing students’ ability to communicate using
disciplinary language, especially if it is not their first
language of communication, is important to the
students overall success.
5. Practical
• Students are considered “competent programmers”
when they are able to practically demonstrate their
ability to design and develop programs in
accordance to specific requirements provided by the
user, which are as close to correct as possible
(Hayes & Offutt, 2010).
• In order to practically demonstrate their ability the
student needs to understand the theoretical
concepts, be able to apply the theory concepts
practically in different contexts and be able to
communicate with the user.
6. Addressing the Problem through
Assessment
Assessment should not merely be for measuring
students’ ability to perform during assessment,
but should also be implemented as part of the
learning process (Wiliam, 2011).
7. Assessment – Theory
• Short online quizzes consisting of multiple choice,
true and false and short answer questions are used
to assist students in determining their understanding
of basic concepts (Bälter, Enström, & Klingenberg,
2013).
8. Assessment - Language
• “the implementation of knowledge blogging in an
ODL environment is particularly well suited to
introductory programming courses when such
blogging demands reflective activities and continued
engagement with the course work. Specifically, we
suggest knowledge blogging to be a constructive
learning tool in a programming environment since it
promotes metacognition and differentiated instruction
by nurturing multiple learning skills.” (van Heerden &
van der Merwe, 2014)
9. Assessment - Practical
• There are several articles which indicate that there is
an improvement in the performance of students
taking programming courses when project based
learning and assessment are implemented (Bubas,
Coric, & Orehovacki, 2012)(Wilson & Ferreira, 2011)
15. Findings
• When evaluating the outcomes of novel assessment
approaches, one should be careful to not view the
pass rate achieved as the sole indicator of its failure
or success
• The best planned, supported and implemented
assessment strategies may be in place, but if these
are not supported by the institution systems and the
students they will not be effective in addressing high
drop-out and failure rates.