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 conferencePaperpeer-review

19 Citations (Scopus)


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.
Original languageEnglish
Number of pages5
Publication statusPublished - 2004
Event34th ASEE/IEEE Frontiers in Education Conference - Georgia, USA
Duration: 20 Oct 200423 Oct 2004


Conference34th ASEE/IEEE Frontiers in Education Conference
CityGeorgia, USA


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


Dive into the research topics of 'New challenges in teaching introductory programming courses: a case study'. Together they form a unique fingerprint.

Cite this