Designing and deploying programming courses: Strategies, tools, difficulties and pedagogy

Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire...

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Published in:	Education and information technologies Vol. 21; no. 3; pp. 559 - 588
Main Author:	Xinogalos, Stelios
Format:	Journal Article
Language:	English
Published:	New York Springer US 01.05.2016 Springer Springer Nature B.V
Subjects:	College Students Computer Appl. in Social and Behavioral Sciences Computer programming Computer Science Computers and Education Education Educational Strategies Educational Technology Information Systems Applications (incl.Internet) Information technology Instructional Design Instructional Effectiveness Introductory Courses Language Usage Nonmajors Object oriented programming Pedagogy Programming Programming Languages Questionnaires Sequential Approach Student Experience Teaching Teaching Methods Undergraduate Students User Interfaces and Human Computer Interaction Programming course design Procedural programming Pedagogy Object-oriented programming Teaching and learning programming
ISSN:	1360-2357, 1573-7608
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Abstract	Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the strategy selected for the introduction to programming; the sequence of the programming techniques and languages taught and the transition from the one to the other; students’ difficulties with programming in general and with imperative-procedural and object-oriented programming in specific; the teaching and learning design of both courses; and the material that students rely on for learning programming. Based on the analysis of students’ replies on the questionnaire, related work and the instructor’s experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses.
AbstractList	Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the "strategy" selected for the introduction to programming; the sequence of the "programming techniques and languages" taught and the transition from the one to the other; students' "difficulties" with programming in general and with imperative-procedural and object-oriented programming in specific; the "teaching" and "learning design" of both courses; and the "material" that students rely on for learning programming. Based on the analysis of students' replies on the questionnaire, related work and the instructor's experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses. Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the strategy selected for the introduction to programming; the sequence of the programming techniques and languages taught and the transition from the one to the other; students’ difficulties with programming in general and with imperative-procedural and object-oriented programming in specific; the teaching and learning design of both courses; and the material that students rely on for learning programming. Based on the analysis of students’ replies on the questionnaire, related work and the instructor’s experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses.
Audience	Higher Education Postsecondary Education Academic
Author	Xinogalos, Stelios
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SubjectTerms	College Students Computer Appl. in Social and Behavioral Sciences Computer programming Computer Science Computers and Education Education Educational Strategies Educational Technology Information Systems Applications (incl.Internet) Information technology Instructional Design Instructional Effectiveness Introductory Courses Language Usage Nonmajors Object oriented programming Pedagogy Programming Programming Languages Questionnaires Sequential Approach Student Experience Teaching Teaching Methods Undergraduate Students User Interfaces and Human Computer Interaction
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Title	Designing and deploying programming courses: Strategies, tools, difficulties and pedagogy
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