When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory Computer Science Online

Autor/inn/en	Benda, Klara; Bruckman, Amy; Guzdial, Mark
Titel	When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory Computer Science Online
Quelle	In: ACM Transactions on Computing Education, 12 (2012) 4, Artikel 15 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2382564.2382567
Schlagwörter	Computer Science Education; Programming; Distance Education; Online Courses; Interviews; Qualitative Research; Introductory Courses; Student Experience; Adult Students; Time Management; Student Problems; Communication Problems; Instructional Design; Educational Background; Educational Research; Teacher Student Relationship; Graduate Students; Phenomenology; Electronic Learning; Web Based Instruction; Student Attitudes; College Instruction; Academic Failure; Dropouts; Withdrawal (Education); Georgia + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Interviewing; Interviewtechnik; Qualitative Forschung; Einführungskurs; Studienerfahrung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zeitmanagement; Studienproblem; Kommunikationsbarriere; Lesson concept; Lessonplan; Unterrichtsentwurf; Vorbildung; Bildungsforschung; Pädagogische Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Phenomenological psychology; Phänomenologie; Psychologie; Web Based Training; Schülerverhalten; Hochschullehre; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kursabbruch
Abstract	We present the results of an interview study investigating student experiences in two online introductory computer science courses. Our theoretical approach is situated at the intersection of two research traditions: "distance and adult education research," which tends to be sociologically oriented, and "computer science education research," which has strong connections with pedagogy and psychology. The article reviews contributions from both traditions on student failure in the context of higher education, distance and online education as well as introductory computer science. Our research relies on a combination of the two perspectives, which provides useful results for the field of computer science education in general, as well as its online or distance versions. The interviewed students exhibited great diversity in both socio-demographic and educational background. We identified no profiles that predicted student success or failure. At the same time, we found that expectations about programming resulted in challenges of time-management and communication. The time requirements of programming assignments were unpredictable, often disproportionate to expectations, and clashed with the external commitments of adult professionals. Too little communication was available to access adequate instructor help. On the basis of these findings, we suggest instructional design solutions for adult professionals studying introductory computer science education. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10