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Adopting a Phenomenographic Study to Design and Implement Teaching Object-Oriented Programming and Design Online
PROCEEDINGS

, University of Arizona South, 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

Abstract

There is a need to improve course accessibility and guide student learning by utilizing online learning technology for adult students at a branch campus of The University of Arizona (UA). In this paper, we present a case study on designing an online Object Oriented Programming and Design (OOPD) course by adopting features related to an OO program uncovered by a phenomenographic study. With the adopted features of OO programs, we identify and generalize the learning topics that target to teach OOPD. The implementation of the online course design centers on the learning topics and seeks to offer various supports to inspire and engage student learners in a productive learning environment. In the paper, the author presents the learning topics and discusses the course implementation with online learning supports.

Citation

Xu, L. (2014). Adopting a Phenomenographic Study to Design and Implement Teaching Object-Oriented Programming and Design Online. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 411-416). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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