Scaffolding and Reflection to Address ‘High Concept - Low Feedback’ Issues in Introductory Programming PROCEEDINGS
Matthew Butler, Michael Morgan, Judy Sheard, Monash University, Australia
EdMedia: World Conference on Educational Media and Technology, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE)
Analysis of learning to program shows that whilst there is considerable support for low-level programming elements, such as syntax, from an integrated development environment, there is little to no feedback for students in their understanding of higher-level concepts such as program design. To address this issue, a program design application has been implemented to facilitate a ‘scaffolding and reflection’ approach to the high-level concept of object-oriented program design. At each step students are prompted to reflect on their design and are also able to receive targeted feedback on their design through the use of concrete examples. The application was used by novice programming students and has been evaluated through analysis of test and examination results, application usage patterns and students’ perception of improvements in understanding of program design. Results indicate that the application may prove beneficial in improving understanding of program design and provide additional support in the design process.
Butler, M., Morgan, M. & Sheard, J. (2012). Scaffolding and Reflection to Address ‘High Concept - Low Feedback’ Issues in Introductory Programming. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2012 (pp. 2688-2696). Association for the Advancement of Computing in Education (AACE).
© 2012 AACE