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Technology-enhanced learning for Java programming: Duo cum faciunt idem, non est idem

Published: 25 February 2011 Publication History

Abstract

Background pedagogical theories and methods underpinning technology-enhanced learning in introductory programming courses at a university level attract teachers' community and foster continuous research at least since the end of the nineties. However, it still has not led to a generally applicable way of teaching and learning that would guarantee the best possible success under the given circumstances. This rather pessimistic fi nding intrigued and inspired authors of this paper to analyze, present, and compare selected experiences gathered during nearly a decade of technology-enhanced approach in teaching an object-oriented programming languages with specifi c focus on Java at two large universities in two countries. In this paper we have examined a number of issues affecting its positioning in the curriculum, learning design, and quality at both institutions. Based on quantitative and qualitative analysis, the history and current state is evaluated and key recommendations for planning, designing, deployment, and evaluation of similar courses are provided. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions not infl uenced by specifi c properties of one particular educational system.

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Cited By

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  • (2017)Technology enhanced learning in programming courses --- international perspectiveEducation and Information Technologies10.1007/s10639-016-9565-y22:6(2981-3003)Online publication date: 1-Nov-2017
  • (2015)Different Aspects of Delivering Programming CoursesProceedings of the 7th Balkan Conference on Informatics Conference10.1145/2801081.2801085(1-7)Online publication date: 2-Sep-2015
  • (2011)Technology enhanced learning for programming courses — Experiences and comparison2011 14th International Conference on Interactive Collaborative Learning10.1109/ICL.2011.6059545(42-45)Online publication date: Sep-2011

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cover image ACM Inroads
ACM Inroads  Volume 2, Issue 1
March 2011
78 pages
ISSN:2153-2184
EISSN:2153-2192
DOI:10.1145/1929887
Issue’s Table of Contents
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

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Publication History

Published: 25 February 2011
Published in INROADS Volume 2, Issue 1

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Author Tags

  1. Java programming course
  2. assessment
  3. curriculum
  4. person-centered approach
  5. technology-enhanced learning

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Cited By

View all
  • (2017)Technology enhanced learning in programming courses --- international perspectiveEducation and Information Technologies10.1007/s10639-016-9565-y22:6(2981-3003)Online publication date: 1-Nov-2017
  • (2015)Different Aspects of Delivering Programming CoursesProceedings of the 7th Balkan Conference on Informatics Conference10.1145/2801081.2801085(1-7)Online publication date: 2-Sep-2015
  • (2011)Technology enhanced learning for programming courses — Experiences and comparison2011 14th International Conference on Interactive Collaborative Learning10.1109/ICL.2011.6059545(42-45)Online publication date: Sep-2011

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