Learners’ differences in blended learner-centric approach for a common programming subject

Cao, Q. , Seow, C. K. , Lim, L. H. I. , Keoh, S. L. , Dale, V. , Honeychurch, S. , Tasler, N. and Bremner, D. (2023) Learners’ differences in blended learner-centric approach for a common programming subject. International Journal of Information and Education Technology, 13(6), pp. 906-913. (doi: 10.18178/ijiet.2023.13.6.1886)

Abstract

As the number of students entering higher education increases with a growing diversity of background, educators of programming courses face increasing challenges. Different teaching pedagogies need to be explored for students with different background knowledge. Some students find programming courses difficult to understand and practice. It may lead to de-motivation and disengagement in learning process with consequential impact on their grades. Addressing these issues demands approaches for effective teaching programming courses to multidisciplinary cohorts. This article investigates how computing science (CS) and engineering cohorts respond differently to teaching approaches in a common module, Fundamentals of Programming. Both traditional teacher-centric teaching and a blended learner-centric approach have been explored in a diverse group of students. The blended learner-centric approach combines classroom teaching and self-paced blended learning using work examples videos method. These two teaching approaches have been evaluated in Academic Year 2019/2020. It can be seen from the evaluation results of 92 CS and 150 Engineering students who participate in this research that the performance is improved by about 5% through blended learner-centric approach. It is further observed that quantitatively the performance gap between CS and Engineering students has been reduced. Questionnaire survey has also been conducted with 54 CS and 89 Engineering students being responded. The learners’ perceptions of the blended learner-centric approach have also been compared between these two cohorts.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Honeychurch, Dr Sarah and Dale, Dr Vicki and Keoh, Dr Sye Loong and Cao, Dr Qi and Tasler, Dr Nathalie and Bremner, Dr Duncan and Lim, Dr Li Hong Idris and Seow, Dr Chee Kiat
• Authors: Cao, Q., Seow, C. K., Lim, L. H. I., Keoh, S. L., Dale, V., Honeychurch, S., Tasler, N., and Bremner, D.
• College/School: College of Science and Engineering > School of Computing Science; College of Science and Engineering > School of Engineering; College of Science and Engineering > School of Engineering > Systems Power and Energy; University Services > Learning and Teaching Services Division; University Services > Student and Academic Services > Academic Services
• Journal Name: International Journal of Information and Education Technology
• Publisher: International Association of Computer Science and Information Technology (I A C S I T)
• ISSN: 2010-3689
• Published Online: 16 June 2023
• Copyright Holders: Copyright © 2023 The Authors
• First Published: First published in International Journal of Information and Education Technology 13(6):906-913
• Publisher Policy: Reproduced under a Creative Commons License