Strengthening the Narrative of Computing with Learning Communities
Reneta Lansiquot, Candido Cabo, New York City College of Technology, United States
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
First-year problem-solving computer programming courses (CS1) are gateway courses with low passing rates. In this study, we compared the development of computer programming skills between two groups of undergraduate students taking a CS1 course. In one group, the CS1 course was part of a learning community (LC) with an English Composition I course and emphasized the use of programming narratives to develop computer programming skills; the second group was not part of a LC. LC students outperformed non-LC students in both understanding of computer programming concepts and in their ability to transfer those concepts into practical programming skills. We conclude that programming narratives are beneficial for the development of computer programming problem-solving skills. It is possible that the meaning provided by programming narratives extends the interconnections of computer programming concepts and skills to other concepts and scenarios, resulting in the development of deeper and broader computer programming problem-solving skills.
Lansiquot, R. & Cabo, C. (2014). Strengthening the Narrative of Computing with Learning Communities. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 2217-2223). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2018 from https://www.learntechlib.org/primary/p/147784/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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