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CS1 Scaffolded Activities: The Rise of Students' Engagement

Published: 30 July 2019 Publication History

Abstract

We introduced a model of activity-based active learning class which has been practiced for a few years in [4]. While it may seem an easy task, designing an effective activity-based active learning can be quite challenging. Active learning adds new benefits to teaching including increased student involvement, social interaction, and hands-on learning, etc. [1]. However, in some situations, it may not provide an efficient learning environment. For example, we may assume that it is effective for educators to provide students with an environment where they can perform peer instruction and social learning. It could be further assumed that students will naturally find their way around the activities by following the instructions or peer instruction [2]. Such issues depend on the way activities are designed and executed. In this work, we discuss how the scaffolding of activities can help students stay engaged with the course without feeling lost or disconnected. Scaffolding refers to methods used to help students progress towards stronger understandings and eventually more independence in the learning process [3]. Our scaffolding methods smoothly transition students from lower to higher levels of challenge through an appropriate breakdown of course contents into activities of various types, proper sequencing of concepts and formative assessment questions. We believe that such proper breakdown is essential to keeping students engaged. We don't want students to feel bored (when challenge level is too low) or overwhelmed (when the challenge level is too high). Our findings indicate statistically significant differences in participation and engagement when using scaffolded activities in our introductory programming course (CS1).

References

[1]
Meyers, C., et al. (1993). Promoting Active Learning: Strategies for the College Classroom. 1st ed., Jossey-Bass.
[2]
Crouch, Catherine H., and Eric Mazur. Peer instruction: Ten years of experience and results. American journal of physics, 69.9 (2001): 970--977
[3]
Hammond, Jennifer, and Pauline Gibbons. "What is scaffolding." Teachers' voices 8 (2005): 8--16.
[4]
Dorodchi, Mohsen, et al. "Design and Implementation of an Activity-Based Introductory Computer Science Course (CS1) with Periodic Reflections Validated by Learning Analytics." 2018 IEEE Frontiers in Education Conference (FIE). (2018).
[5]
Wood, David, Jerome S. Bruner, and Gail Ross. "The role of tutoring in problem solving." Journal of child psychology and psychiatry 17.2 (1976): 89--100.

Cited By

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  • (2023)The Applications of Learning Analytics to Enhance Learning and Engagement in Introductory Programming InstructionPerspectives on Learning Analytics for Maximizing Student Outcomes10.4018/978-1-6684-9527-8.ch005(89-108)Online publication date: 24-Oct-2023
  • (2023)Whiteboarding: A Tool to Improve CS1 Student Self-EfficacyProceedings of the ACM Conference on Global Computing Education Vol 110.1145/3576882.3617925(36-42)Online publication date: 5-Dec-2023
  • (2023)Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) TheoryJournal of Chemical Education10.1021/acs.jchemed.3c00293100:9(3709-3716)Online publication date: 16-Aug-2023
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cover image ACM Conferences
ICER '19: Proceedings of the 2019 ACM Conference on International Computing Education Research
July 2019
375 pages
ISBN:9781450361859
DOI:10.1145/3291279
Permission to make digital or hard copies of part or all 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 third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 30 July 2019

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  1. cs1
  2. scaffolded activities

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ICER '19 Paper Acceptance Rate 28 of 137 submissions, 20%;
Overall Acceptance Rate 189 of 803 submissions, 24%

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ACM Conference on International Computing Education Research
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Cited By

View all
  • (2023)The Applications of Learning Analytics to Enhance Learning and Engagement in Introductory Programming InstructionPerspectives on Learning Analytics for Maximizing Student Outcomes10.4018/978-1-6684-9527-8.ch005(89-108)Online publication date: 24-Oct-2023
  • (2023)Whiteboarding: A Tool to Improve CS1 Student Self-EfficacyProceedings of the ACM Conference on Global Computing Education Vol 110.1145/3576882.3617925(36-42)Online publication date: 5-Dec-2023
  • (2023)Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) TheoryJournal of Chemical Education10.1021/acs.jchemed.3c00293100:9(3709-3716)Online publication date: 16-Aug-2023
  • (2022)Comparing Student Experiences of Collaborative Learning in Synchronous CS1 Classes in Gather.Town vs. ZoomProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499383(411-417)Online publication date: 22-Feb-2022
  • (2021)A Systematic Literature Review of Gameful Feedback in Computer Science EducationInternational Journal of Information and Education Technology10.18178/ijiet.2021.11.10.155111:10(464-470)Online publication date: 2021
  • (2020)Scaffolding a Team-based Active Learning Course to Engage Students: A Multidimensional Approach2020 ASEE Virtual Annual Conference Content Access Proceedings10.18260/1-2--35174Online publication date: Jun-2020

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