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Improving Pass Rates In Introductory Programming
Tom Boyle, Claire Bradley, Peter Chalk, Ken Fisher, Ray Jones (LTRI, London Metropolitan University)
& Poppy Pickard (Bolton Institute)
Summary
• Crisis in the teaching and learning of Programming.
• Major project initiated in February ‘02 • In two higher education institutions. • Substantial changes to the curriculum • New online teaching & learning
environment• The project has involved over 700
students • Improvements in pass rates 12-23%
Problem & Solution
Early failure to understand key concepts in the first few weeks
Create core development team (March ‘02) - module tutors, researcher, multimedia developer
Focussing on:Curriculum development;Organization of the teaching environment;Online learning environment
Delivery
Common curriculum = concentration of resources
Improve module staffing & organisationOnline element = VLE (WebCT) and web-
based multimedia learning objects (LOs)Discrete LOs based on clear learning
goals, & close attention to pedagogical quality
Accessing learning objects from the virtual learning
environment
While loop learning object code animation
Learning object drag & drop quiz
Pedagogy & assessment
• Interactive visualization of topics students otherwise found very abstract (Object World library in other paper tomorrow)
• Small scale problems within a regime of continuous assessment
• Annotated in their log book and submitted using the VLE
Evaluation
Track student use of LOs & VLE activityEvaluate student satisfaction – questionnaires
& interviewsAssessment of impact on success/fail
rates All show positive resultsSatisfaction levels 80-90%Pass rates up by 12-23%
Student satisfaction (n=223)
How useful are:
Very useful Useful
Lectures 37% 48%
Lab exercises 42% 44%
Text book ? 18% 38%
Text LOs 29% 64%
Animation LOs
46% 44%
Quizzes in LOs
34% 56%
Conclusions
Pass rates improved, because of…?Student enjoyment of visualisation approachConstructivism improves learningBlending of face-to-face with virtual learningManagement of learning using VLEProvision of scaffolded apprenticeship modelReduced student-staff ratioOnline automatic assessment & feedback
Further Work
How will students do at level 2/3?Approach modified this year (different text
book) but LOs proving re-usableLearning Objects need
national repository (LTSN?)standards (IMS) & support/ production skills