A Constructivist Approach to a Programming Course: Students' Responses to the Use of a Learning Management System

Autor/inn/en	Govender, Irene; Govender, Desmond Wesley
Titel	A Constructivist Approach to a Programming Course: Students' Responses to the Use of a Learning Management System
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 16 (2012) 2, S.238-252 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2012.10740742
Schlagwörter	Programming; Constructivism (Learning); Expectation; Instructional Effectiveness; Interviews; Student Surveys; Qualitative Research; Statistical Analysis; Questionnaires; Student Needs; College Students; Teaching Methods; Foreign Countries; Integrated Learning Systems; Computer Science Education; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Programmierung; Expectancy; Erwartung; Unterrichtserfolg; Interviewing; Interviewtechnik; Schülerbefragung; Qualitative Forschung; Statistische Analyse; Fragebogen; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Computer science lessons; Informatikunterricht; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The teaching of programming and problem solving has been a challenge and has excited much debate in the literature, so too has been the use of learning management systems (LMSs) to facilitate teaching and enhance learning. In this case study we explore students' perceptions and expectations of the effectiveness of using a constructivist approach for a LMS in a programming course. The constructivist theory was used as a framework for the implementation of a LMS. Interviews and a survey method were used to gather information after participants completed the course. Qualitative and quantitative findings have been presented. Findings showed that the respondents rated the communication and discussion aspects among the highest and guidance to solving problems among the lowest. While discussion and the chat forums are important and support collaboration and social learning, learning problem solving in programming is considered not fully supported. This paper constitutes an important contribution to research in teaching and learning programming using LMSs. While the constructivists approach to using the LMS in programming courses has proved useful, it alerts instructors to the importance of face-to-face learning in the development of problem solving skills (using higher levels of thinking) as well. Some implications for instructors are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01