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Student usage patterns and perceptions for differentiated lab exercises in an undergraduate programming course / Heng Ngee Mok in IEEE transactions on education, Vol. 55 N° 2 (Mai 2012) 

Public ISBD [article]  in IEEE transactions on education > Vol. 55 N° 2 (Mai 2012) . - pp. 213 - 217 Titre : Student usage patterns and perceptions for differentiated lab exercises in an undergraduate programming course Type de document : texte imprimé Auteurs : Heng Ngee Mok, Auteur Année de publication : 2013 Article en page(s) : pp. 213 - 217 Note générale : Education Langues : Anglais (eng) Mots-clés : Computer  science  education  Differentiated  instruction  (DI)  Differentiated  learning  Educational  activities  Higher  education  Student  engagement  and  satisfaction  Teaching/learning  strategies Résumé : Differentiated instruction in the form of tiered take-home lab exercises was implemented for students of an undergraduate-level programming course. This paper attempts to uncover the perceptions and usage patterns of students toward these new lab exercises using a comprehensive survey. Findings reveal that these tiered exercises are generally very well received and preferred over their traditional “one size fits all” counterparts. Although the study does not show that tiered exercises have improved proficiency or scores, it does seem to indicate higher student engagement and motivation levels. Based on the survey results, a list of recommendations is put forth for the structure and format of tiered exercises that can be applied to future offerings of this programming course as well as to other similar courses. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5993470&sortType%3Das [...] [article] Student usage patterns and perceptions for differentiated lab exercises in an undergraduate programming course [texte imprimé] / Heng Ngee Mok, Auteur . - 2013 . - pp. 213 - 217. Education Langues : Anglais (eng) in IEEE transactions on education > Vol. 55 N° 2 (Mai 2012) . - pp. 213 - 217 Mots-clés : Computer  science  education  Differentiated  instruction  (DI)  Differentiated  learning  Educational  activities  Higher  education  Student  engagement  and  satisfaction  Teaching/learning  strategies Résumé : Differentiated instruction in the form of tiered take-home lab exercises was implemented for students of an undergraduate-level programming course. This paper attempts to uncover the perceptions and usage patterns of students toward these new lab exercises using a comprehensive survey. Findings reveal that these tiered exercises are generally very well received and preferred over their traditional “one size fits all” counterparts. Although the study does not show that tiered exercises have improved proficiency or scores, it does seem to indicate higher student engagement and motivation levels. Based on the survey results, a list of recommendations is put forth for the structure and format of tiered exercises that can be applied to future offerings of this programming course as well as to other similar courses. ISSN : 0018-9359 En ligne : http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=5993470&sortType%3Das [...]