New challenges in teaching introductory programming courses: a case study

I. Huet, O.R. Pacheco, J. Tavares, G.R.S. Weir

Research output: Contribution to conferencePaper

15 Citations (Scopus)

Abstract

The Department of Educational Sciences and the Department of Electronic and Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer and Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.
LanguageEnglish
Number of pages5
Publication statusPublished - 2004
Event34th ASEE/IEEE Frontiers in Education Conference - Georgia, USA
Duration: 20 Oct 200423 Oct 2004

Conference

Conference34th ASEE/IEEE Frontiers in Education Conference
CityGeorgia, USA
Period20/10/0423/10/04

Fingerprint

programming
Teaching
organization
teaching strategy
Portugal
telecommunication
student
electronics
staff
questionnaire
interview
science

Keywords

  • teaching and learning
  • teaching methods
  • teaching strategies
  • individual vs collaborative work
  • programming
  • IT education

Cite this

Huet, I., Pacheco, O. R., Tavares, J., & Weir, G. R. S. (2004). New challenges in teaching introductory programming courses: a case study. Paper presented at 34th ASEE/IEEE Frontiers in Education Conference, Georgia, USA, .
Huet, I. ; Pacheco, O.R. ; Tavares, J. ; Weir, G.R.S. / New challenges in teaching introductory programming courses: a case study. Paper presented at 34th ASEE/IEEE Frontiers in Education Conference, Georgia, USA, .5 p.
@conference{efc229311f0e48819dfb444f7d1b93f8,
title = "New challenges in teaching introductory programming courses: a case study",
abstract = "The Department of Educational Sciences and the Department of Electronic and Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer and Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.",
keywords = "teaching and learning, teaching methods, teaching strategies, individual vs collaborative work, programming, IT education",
author = "I. Huet and O.R. Pacheco and J. Tavares and G.R.S. Weir",
year = "2004",
language = "English",
note = "34th ASEE/IEEE Frontiers in Education Conference ; Conference date: 20-10-2004 Through 23-10-2004",

}

Huet, I, Pacheco, OR, Tavares, J & Weir, GRS 2004, 'New challenges in teaching introductory programming courses: a case study' Paper presented at 34th ASEE/IEEE Frontiers in Education Conference, Georgia, USA, 20/10/04 - 23/10/04, .

New challenges in teaching introductory programming courses: a case study. / Huet, I.; Pacheco, O.R.; Tavares, J.; Weir, G.R.S.

2004. Paper presented at 34th ASEE/IEEE Frontiers in Education Conference, Georgia, USA, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - New challenges in teaching introductory programming courses: a case study

AU - Huet, I.

AU - Pacheco, O.R.

AU - Tavares, J.

AU - Weir, G.R.S.

PY - 2004

Y1 - 2004

N2 - The Department of Educational Sciences and the Department of Electronic and Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer and Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.

AB - The Department of Educational Sciences and the Department of Electronic and Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer and Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.

KW - teaching and learning

KW - teaching methods

KW - teaching strategies

KW - individual vs collaborative work

KW - programming

KW - IT education

UR - http://www.cis.strath.ac.uk/research/publications/papers/strath_cis_publication_197.pdf

M3 - Paper

ER -

Huet I, Pacheco OR, Tavares J, Weir GRS. New challenges in teaching introductory programming courses: a case study. 2004. Paper presented at 34th ASEE/IEEE Frontiers in Education Conference, Georgia, USA, .