On the efficacy of prerecorded lectures for teaching introductory programming

Authors:
Glenn Smith;Colin Fidge
Affiliations:
Queensland University of Technology, Brisbane, Qld, Australia;Queensland University of Technology, Brisbane, Qld, Australia
Venue:
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Year:
2008

Citing 8
Cited 3

Alice: a 3-D tool for introductory programming concepts

CCSC '00 Proceedings of the fifth annual CCSC northeastern conference on The journal of computing in small colleges
Learning styles and performance in the introductory programming sequence

SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
The effects of pair-programming on performance in an introductory programming course

SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Assessment of a course redesign: introductory computer programming using online modules

Proceedings of the 35th SIGCSE technical symposium on Computer science education
Evaluating the effectiveness of a new instructional approach

Proceedings of the 35th SIGCSE technical symposium on Computer science education
Flexible learning: maximising flexibility in a subject with large student numbers

ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
My program is correct but it doesn't run: a preliminary investigation of novice programmers' problems

ACE '05 Proceedings of the 7th Australasian conference on Computing education - Volume 42
Podcasting computer science E-1

Proceedings of the 38th SIGCSE technical symposium on Computer science education

What is the academic efficacy of podcasting?

Computers & Education
Creating the classroom environment for asynchronous e-learning

WSEAS Transactions on Information Science and Applications
Integrating video components in CS1

Proceedings of the 43rd ACM technical symposium on Computer Science Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

Teaching introductory programming is a notoriously challenging problem in any information technology or computer science course. Failure and dropout rates are usually high, and many students seem unable to grasp the notion of solving problems algorithmically. Given contemporary students' fondness for multimedia styles of presentation, we conducted an experiment on the effectiveness of providing prerecorded mini-lectures in a first-year programming subject. Although we found only a weak quantitative correlation between students' use of the prerecorded material and their final grades, anecdotal feedback on the experiment was overwhelmingly positive, suggesting that students' perceptions of the subject were improved.