The automated tutoring of introductory computer programming
Communications of the ACM
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Information Processing and Management: an International Journal
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ACM SIGCSE Bulletin
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The human-computer interaction handbook
Analysis of learner performance on a tutoring system for Java
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Proceedings of the 35th SIGCSE technical symposium on Computer science education
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Decision Support Systems
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Cooperative learning techniques in CS1: design and experimental evaluation
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Learning to program through the web
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
International Journal of Human-Computer Studies
ACM Computing Surveys (CSUR)
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
It's Mathematical, After All--the Nature of Learning Computer Programming
Education and Information Technologies
IEEE Transactions on Education
Programmed instruction and interteaching applications to teaching JavaTM: A systematic replication
Computers in Human Behavior
Progammable CMS for computer architecture and assembly language
Journal of Computing Sciences in Colleges
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To fulfill part of the course requirements, 34 undergraduate students in two courses completed an online programmed instruction tutor as the first technical training exercise in a Java(TM) programming course designed for information systems majors. The tutor taught a simple JApplet program to display a text string within a browser window on the Web. Students in the first course next participated in a collaborative peer tutoring session, based on the JApplet program, followed by a lecture on the program and by successfully running the program on the Web. For the second course, the peer tutoring session was scheduled after the lecture and after successfully running the program. Students in both courses completed tests of far transfer (''meaningful learning'') and software self-efficacy before using the tutor and on several subsequent occasions following that initial learning. Students in the second course also completed a 4-item scale to assess the development of classification and functionality knowledge regarding elements of the program. Students in both courses showed progressive improvement in all performance measures across the several assessment occasions. Students' positive ratings of the effectiveness of both the tutor and the collaborative peer tutoring supported the value of these learning experiences in a technical knowledge domain. The results of this study, based on student performance observed within the context of the classroom, show the importance of providing a range of synergistic learning experiences that culminate in a level of skill and confidence that prepares and motivates all students for advanced instruction in Java. They also show how to manage the instructional techniques in the classroom to accomplish that educational outcome.