Self direction & constructivism in programming education

Authors:
Naomi R. Boyer;Sara Langevin;Alessio Gaspar
Affiliations:
University of South Florida Polytechnic, Lakeland, FL, USA;University of South Florida Polytechnic, Lakeland, FL, USA;University of South Florida Polytechnic, Lakeland, FL, USA
Venue:
SIGITE '08 Proceedings of the 9th ACM SIGITE conference on Information technology education
Year:
2008

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Abstract

This paper explores the relationship between new constructivist apprenticeship techniques meant to improve programming pedagogy [6][7] and student self-direction. To this end, we used the lens of the Personal Responsibility Orientation [2] to measure the impact on student self-efficacy and self direction of our interventions. These learning activities were introduced based on peer learning and authentic student feedback principles. They consisted of peer learning weekly forums and student-led ""live coding"" hands-on exercises. These were applied to both an introductory (cop2510 [14]) and intermediate (cop3515 [5]) programming courses. Results derived from an online anonymous survey are presented and interpreted.