Abstract
Teaching of computer programming has created significant difficulties to both teachers and students. Large class size is one of the major barriers to effective instruction. A well-designed pedagogy can make the instruction most effective. This paper will share our experiences of teaching programming courses with large class size. A set of programming exercises have been designed with help of computer assisted instruction. Evaluation has showed that the new pedagogy provide great flexibilities to both teaching and learning of computer programming. The students’ academic results have been significantly improved in programming courses.
The work described in this paper was substantially supported by a grant from City University of Hong Kong (Project No.: 6000144).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, J.R., Skwarecki, E.: The automated tutoring of introductory computer programming. Communications of the ACM 29(9), 842–849 (1986)
Atherton, J.S.: Resistance to learning: A discussion based on participants in in-service professional training programmes. Journal of Vocational Education and Training 51(1), 77–90 (1999)
Berry, D.C. (ed.): How Implicit is Implicit Learning. Oxford University Press, Oxford (1997)
du Boulay, B.: Some difficulties of learning to program. In: Soloway, E., Spohrer, J.C. (eds.) Studying the novice programmer. L. Erlbaum Associates, Hillsdale, N.J (1989)
Cheang, B., Kurnia, A., Lim, A., Oon, W.-C.: On automated grading of programming assignments in an academic institution. Computers & Education 41(2), 121–131 (2003)
Choy, M., Nazir, U., Poon, C.K., Yu, Y.T.: Experiences in using an automated system for improving students’ learning of computer programming. In: Lau, R., Li, Q., Cheung, R., Liu, W. (eds.) ICWL 2005. LNCS, vol. 3583, pp. 267–272. Springer, Heidelberg (2005)
Choy, M., Lam, S., Poon, C.K., Wang, F.L., Yu, Y.T., Yuen, L.: Design and Implementation of an Automated System for Assessment of Computer Programming Assignment. In: Leung, H., Li, F., Lau, R., Li, Q. (eds.) ICWL 2007. LNCS, vol. 4823, pp. 584–596. Springer, Heidelberg (2008)
Harding, A., Kaczynski, D., Wood, L.N.: Evaluation of blended learning: analysis of qualitative data. In: Proceedings of the Symposium of Blended Learning in Science Teaching & Learning, 28th-30th September, pp. 56–62. The University of Sydney, Australia (2005)
Kolb, D.A.: Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, New Jersey (1984)
Schulman, M.: Basic understandings for developing learning media for the classroom and beyond. Learning Technology Newsletter 3(1) (2001)
Sleeman, D.: The Challenges of teaching computer programming. Communication of the ACM 29(9), 840–841 (1986)
Yu, Y.T., Poon, C.K., Choy, M.: Experiences with PASS: Developing and using a programming assignment assessment system. In: Proceedings of the 6th International Conference on Quality Software (QSIC 2006), pp. 360–365. IEEE Computer Society Press, Los Alamitos (2006)
Author information
Authors and Affiliations
Editor information
Rights and permissions
Copyright information
© 2008 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Wang, F.L., Wong, TL. (2008). Designing Programming Exercises with Computer Assisted Instruction. In: Fong, J., Kwan, R., Wang, F.L. (eds) Hybrid Learning and Education. ICHL 2008. Lecture Notes in Computer Science, vol 5169. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-85170-7_25
Download citation
DOI: https://doi.org/10.1007/978-3-540-85170-7_25
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-85169-1
Online ISBN: 978-3-540-85170-7
eBook Packages: Computer ScienceComputer Science (R0)