Designing Web-based training: how to teach anyone anything anywhere anytime
Designing Web-based training: how to teach anyone anything anywhere anytime
Teaching objects-first in introductory computer science
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Jeroo: a tool for introducing object-oriented programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
eLearn
Teaching OOP with BlueJ: A Case Study
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Jeliot 3 in a Demanding Educational Setting
Electronic Notes in Theoretical Computer Science (ENTCS)
Personalisation of Learning in Virtual Learning Environments
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Adaptive Navigation Support for Parameterized Questions in Object-Oriented Programming
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Social Network Analysis of 45,000 Schools: A Case Study of Technology Enhanced Learning in Europe
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Teaching: people to people - about people a plea for the historic and human view
ISSEP'05 Proceedings of the 2005 Informatics in Secondary Schools - Evolution and Perspectives international conference on From Computer Literacy to Informatics Fundamentals
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Background pedagogical theories and methods underpinning technology-enhanced learning in introductory programming courses at a university level attract teachers' community and foster continuous research at least since the end of the nineties. However, it still has not led to a generally applicable way of teaching and learning that would guarantee the best possible success under the given circumstances. This rather pessimistic fi nding intrigued and inspired authors of this paper to analyze, present, and compare selected experiences gathered during nearly a decade of technology-enhanced approach in teaching an object-oriented programming languages with specifi c focus on Java at two large universities in two countries. In this paper we have examined a number of issues affecting its positioning in the curriculum, learning design, and quality at both institutions. Based on quantitative and qualitative analysis, the history and current state is evaluated and key recommendations for planning, designing, deployment, and evaluation of similar courses are provided. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions not infl uenced by specifi c properties of one particular educational system.