Computing students learning computing informally

Authors:
Robert McCartney;Anna Eckerdal;Jan Erik Moström;Kate Sanders;Lynda Thomas;Carol Zander
Affiliations:
University of Connecticut, Storrs, CT;Uppsala University, Uppsala, Sweden;Umeå University, Umeå, Sweden;Rhode Island College, Providence, RI;Aberystwyth University, Aberystwyth, Wales;University of Washington Bothell, Bothell, WA
Venue:
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Year:
2010

Citing 5
Cited 3

Graphic designers who program as informal computer science learners

Proceedings of the second international workshop on Computing education research
Successful students' strategies for getting unstuck

Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Attitudes towards computer science-computing experiences as a starting point and barrier to computer science

Proceedings of the third international workshop on Computing education research
Introductory Computing Construct Use in an End-User Programming Community

VLHCC '07 Proceedings of the IEEE Symposium on Visual Languages and Human-Centric Computing
Fostering an informal learning community of computer technologies at school

Behaviour & Information Technology - Computer Support for Learning Communities

Students' perceptions of the differences between formal and informal learning

Proceedings of the seventh international workshop on Computing education research
Self-directed learning: stories from industry

Proceedings of the 12th Koli Calling International Conference on Computing Education Research
Teaching programming by emphasizing self-direction: How did students react to the active role required of them?

ACM Transactions on Computing Education (TOCE)

Quantified Score

Hi-index	0.00

Visualization

Abstract

In this paper we present background and early results from an investigation of how computing students learn computer science topics through informal means, that is, outside of organized classes. We provide some overall perspective by discussing the variety of research areas that fall under the general "informal learning" name. From there we propose specific research questions that concern what the students learn, what resources they bring to bear, what strategies they employ, and how they evaluate their progress. Preliminary results indicate that students primarily learn specific technologies, and that both their motivation and evaluation are closely tied to projects (at school, work, or home).