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Change of Term Recognition and Awareness in Blended Class of JavaScript Programming
PROCEEDING

, Okayama University of Science, Japan

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

A lecture course is provided by projecting slides on contents of the lecture course on a screen and the grammar in textbook and program examples are explained in a lecture course on programming. It was then followed by explanation with materials describing program examples to practice the grammar and exercise problems. We conducted exercises to prepare programs in exercise problems with reference to the program examples. Instructions were given to complete the program during the lecture course as soon as possible, and the students were asked to submit the program and report files using the functions of e-learning. During the final weeks (Week 14), each student was asked to prepare a program of voluntary subject he or she came up with, execute it and evaluate one another. With reference to the results, they were asked to correct them by Week 15 and to evaluate one another again. The degree of term recognition and awareness were investigated before and after the lecture course. This arti

Citation

Miyaji, I. (2016). Change of Term Recognition and Awareness in Blended Class of JavaScript Programming. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 727-732). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 14, 2020 from .

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