Add to ORKGThis short paper considers how strategies of giving timely and enabling feedback, assist students in regulating their learning on a level 1 java programming module using a blended learning approach. The module has two short computer delivered assessments. Feedback for the programming exercises has been given 'face to face' instead of the previous method of VLE delivered feedback. The paper considers the effects of this change
The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England did not th...
Programming courses by their nature can be very dry. The question is can a student driven course p...
This study investigates the effects of student use of self-regulated learning (SRL) strategies on th...
High failure rates in introductory programming courses testify that learning to program is challengi...
Traditionally students are taught in a classroom, lecture theatre, or laboratory, by staff. They are...
This paper describes the work that has been undertaken to improve the quantity and quality of feedba...
In the last few years, undergraduate university courses with a practical orientation, such as progr...
Objectives: Learning and teaching computer programming is a recognised challenge in Higher Education...
Teaching introductory programming modules in higher education is highly challenging. In particular,...
The demands of an ever changing and complex higher education environment, along with the profile of ...
Feedback is a crucial element in the learning process and it can be quite challenging to provide the...
Concerns about non-completion and the quality of the first year student experience have been linked ...
Report of a CELT project on supporting students through innovation and researchThat learning is a cy...
For many students attending third level, Computer Science is a new discipline. As part of their firs...
Recently, massive open online courses (MOOCs) have been offering a new online approach in the field ...
The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England did not th...
Programming courses by their nature can be very dry. The question is can a student driven course p...
This study investigates the effects of student use of self-regulated learning (SRL) strategies on th...
High failure rates in introductory programming courses testify that learning to program is challengi...
Traditionally students are taught in a classroom, lecture theatre, or laboratory, by staff. They are...
This paper describes the work that has been undertaken to improve the quantity and quality of feedba...
In the last few years, undergraduate university courses with a practical orientation, such as progr...
Objectives: Learning and teaching computer programming is a recognised challenge in Higher Education...
Teaching introductory programming modules in higher education is highly challenging. In particular,...
The demands of an ever changing and complex higher education environment, along with the profile of ...
Feedback is a crucial element in the learning process and it can be quite challenging to provide the...
Concerns about non-completion and the quality of the first year student experience have been linked ...
Report of a CELT project on supporting students through innovation and researchThat learning is a cy...
For many students attending third level, Computer Science is a new discipline. As part of their firs...
Recently, massive open online courses (MOOCs) have been offering a new online approach in the field ...
The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England did not th...
Programming courses by their nature can be very dry. The question is can a student driven course p...
This study investigates the effects of student use of self-regulated learning (SRL) strategies on th...