Elisaweta Ossovski
ABSTRACT
In large introductory Computer Science (CS) courses at universities, lecturers are often confronted with a high heterogeneity among the students. To improve the teaching a course concept on the basis on Flipped Classroom was designed among other CS1-related research on different levels. An active exercise was evaluated with mixed methods and further developed, which supplemented digital interactive materials as a basis. Involving project work, different schedules for mandatory tasks were tried out resulting in increasing periods. A gamification concept was developed to further support motivation. Additional research was done on the students’ views on the course, the meaning and impact of Frustration Tolerance in the context of CS studies and on the level of designing digital learning materials containing programming examples.
- J. Bergmann and A. Sams. 2012. Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.Google Scholar
- Jennifer Campbell, Diane Horton, Michelle Craig, and Paul Gries. 2014. Evaluating an Inverted CS1. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (Atlanta, Georgia, USA) (SIGCSE ’14). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/2538862.2538943Google ScholarDigital Library
- European Social Survey. 2014. ESS Round 7 Translation Guidelines. http://www.europeansocialsurvey.org/docs/round7/methods/ESS7_translation_guidelines.pdf. London: ESS ERIC Headquarters, Centre for Comparative Social Surveys, City University London, last accessed on 15.02.2022.Google Scholar
- Hossein Hakimzadeh, Raman Adaikkalavan, and Robert Batzinger. 2011. Successful Implementation of an Active Learning Laboratory in Computer Science. In Proceedings of the 39th Annual ACM SIGUCCS Conference on User Services (San Diego, California, USA) (SIGUCCS ’11). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/2070364.2070386Google ScholarDigital Library
- Neil Harrington. 2005. The Frustration Discomfort Scale: development and psychometric properties. Clinical Psychology & Psychotherapy 12 (09 2005), 374 – 387. https://doi.org/10.1002/cpp.465Google Scholar
- Mark Hodges. 2019. Flipping One Day Each Week in a Smaller CS1 Course: An Experience Report. J. Comput. Sci. Coll. 34, 7 (April 2019).Google Scholar
- Diane Horton, Michelle Craig, Jennifer Campbell, Paul Gries, and Daniel Zingaro. 2014. Comparing Outcomes in Inverted and Traditional CS1. In Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education (Uppsala, Sweden) (ITiCSE ’14). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/2591708.2591752Google ScholarDigital Library
- Tony Jenkins. 2002. On the difficulty of learning to program. In 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences.Google Scholar
- Anette Kolmos. 1996. Reflections on Project Work and Problem-based Learning. European Journal of Engineering Education 21, 2 (1996), 141–148. https://doi.org/10.1080/03043799608923397Google ScholarCross Ref
- Clifton L. Kussmaul. 2008. Scaffolding for Multiple Assignment Projects in CS1 and CS2. In Companion to the 23rd ACM SIGPLAN Conference on Object-Oriented Programming Systems Languages and Applications (Nashville, TN, USA) (OOPSLA Companion ’08). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/1449814.1449890Google ScholarDigital Library
- Maureen Lage, Glenn Platt, and Michael Treglia. 2000. Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. Journal of Economic Education 31 (12 2000). https://doi.org/10.1080/00220480009596759Google Scholar
- Celine Latulipe, N. Bruce Long, and Carlos E. Seminario. 2015. Structuring Flipped Classes with Lightweight Teams and Gamification. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (Kansas City, Missouri, USA) (SIGCSE ’15). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/2676723.2677240Google ScholarDigital Library
- Elisaweta Ossovski, Daniel Kalbreyer, Laura Hembrock, and Michael Brinkmeier. 2021. Cooperative Gamification in a Computer Science Introductory Module. In Proceedings of the 10th Computer Science Education Research Conference (Virtual Event, Netherlands) (CSERC ’21). Association for Computing Machinery, New York, NY, USA, 70–78. https://doi.org/10.1145/3507923.3507953Google ScholarDigital Library
- Saquib Razak. 2013. A Case for Course Capstone Projects in CS1. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education (Denver, Colorado, USA) (SIGCSE ’13). Association for Computing Machinery, New York, NY, USA. https://doi.org/10.1145/2445196.2445398Google ScholarDigital Library
- C. P. Rosiene and J. A. Rosiene. 2019. To Flip or Not to Flip: Experiences with a Hybrid Approach. In 2019 IEEE Frontiers in Education Conference (FIE).Google ScholarDigital Library
- Namita Sarawagi. 2014. A Flipped CS0 Classroom: Applying Bloom’s Taxonomy to Algorithmic Thinking. J. Comput. Sci. Coll. 29, 6 (2014).Google Scholar
- Rolf Schulmeister and Christiane Metzger. 2011. Der Workload im Bachelor. Zeitbudget und Studierverhalten. Eine empirische Studie.Waxmann, Münster.Google Scholar
- Richard Wicentowski and Tia Newhall. 2005. Using Image Processing Projects to Teach CS1 Topics. SIGCSE Bull. 37, 1 (Feb. 2005). https://doi.org/10.1145/1047124.1047445Google ScholarDigital Library
Recommendations
Enhancing Learning in Introductory Computer Science Courses Through SCALE: An Empirical Study
The work presented in this paper aims to support and promote the learning process in introductory computer science courses through the Web-based, adaptive, activity-oriented learning environment known as Supporting Collaboration and Adaptation in a ...
Computer-supported example-based learning: When instructional explanations reduce self-explanations
We investigated whether the findings from worked-out example research on the effects of self-explanation prompts and on instructional explanations can be generalized to other example types - in this case: solved example problems. Whereas worked-out ...
Application of the SPOC Instructional Model Supported by E-Schoolbag Teaching System
ICDEL '18: Proceedings of the 2018 International Conference on Distance Education and LearningThe innovation of teaching mode based on information technology specially embodies deep integration of information technology and education. The emergence of massive open online courses (MOOCs) not only changes the ecology of education, but also ...
Comments