Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course
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| 出版年: | European Conference on e-Learning (Oct 2024), p. 170 |
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| 第一著者: | |
| その他の著者: | |
| 出版事項: |
Academic Conferences International Limited
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| 主題: | |
| オンライン･アクセス: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Karunarathne, Buddhika | |
| 245 | 1 | |a Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course | |
| 260 | |b Academic Conferences International Limited |c Oct 2024 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size. | |
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a Assessments | ||
| 653 | |a Teaching methods | ||
| 653 | |a Class size | ||
| 653 | |a Blended learning | ||
| 653 | |a Workloads | ||
| 653 | |a Distance learning | ||
| 653 | |a Skills | ||
| 653 | |a Programming languages | ||
| 653 | |a Computers | ||
| 653 | |a Classrooms | ||
| 653 | |a Computer programming | ||
| 653 | |a Learning | ||
| 653 | |a Knowledge | ||
| 653 | |a Workload | ||
| 653 | |a Teaching assistants | ||
| 653 | |a Engineering | ||
| 653 | |a Higher education institutions | ||
| 653 | |a Undergraduate Students | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Conventional Instruction | ||
| 653 | |a Hands on Science | ||
| 653 | |a Learning Experience | ||
| 653 | |a Educational Technology | ||
| 653 | |a Grading | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Electronic Learning | ||
| 653 | |a In Person Learning | ||
| 653 | |a Data Analysis | ||
| 653 | |a Formative Evaluation | ||
| 653 | |a Information Security | ||
| 653 | |a Fundamental Concepts | ||
| 653 | |a Engineering Education | ||
| 653 | |a Course Content | ||
| 653 | |a Introductory Courses | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Game Based Learning | ||
| 700 | 1 | |a Nanayakkara, Vishaka | |
| 773 | 0 | |t European Conference on e-Learning |g (Oct 2024), p. 170 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3159498873/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3159498873/fulltext/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3159498873/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |