Angela Carbone
ABSTRACT
In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have not been considered as a vehicle that can direct learning behaviours in students. In this paper attention is paid to features of programming tasks that led to the following three poor learning behaviours: non-retrieval, lack of internal reflective thinking and lack of external reflective thinking. The data gathered for this study is provided by students and tutors, and describes the students' engagement in the tasks. The paper concludes with a list of generic improvements that should be considered when formulating programming exercises to minimise poor learning behaviours in students.
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Index Terms
- Characteristics of programming exercises that lead to poor learning tendencies: Part II
Recommendations
Principles for designing programming exercises to minimise poor learning behaviours in students
ACSE '00: Proceedings of the Australasian conference on Computing educationIn most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have ...
Characteristics of programming exercises that lead to poor learning tendencies: Part II
In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have ...
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