Learning HCI design: mentoring project groups in a course on human-computer interaction
SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
Computer supported peer learning in an introductory computer science course
ITiCSE '96 Proceedings of the 1st conference on Integrating technology into computer science education
Large introductory computer science classes: strategies for effective course management
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Proceedings of the eighth annual consortium on Computing in Small Colleges Rocky Mountain conference
Object-oriented concept mapping using UML class diagrams
Journal of Computing Sciences in Colleges
Student satisfaction with groupwork in undergraduate computer science: do things get better?
ACE '03 Proceedings of the fifth Australasian conference on Computing education - Volume 20
Cooperative learning techniques in CS1: design and experimental evaluation
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Restoring "coding with intention" in introductory programming courses
Proceedings of the 8th ACM SIGITE conference on Information technology education
An experimental study of cooperative learning in cs1
Proceedings of the 39th SIGCSE technical symposium on Computer science education
Redundancy and syntax-late approaches in introductory programming courses
Journal of Computing Sciences in Colleges
Towards democratizing computer science education through social game design
Proceedings of the 1st International Workshop on Games and Software Engineering
Hi-index | 0.00 |
A problem in teaching large introductory computer science courses is to overcome the impersonality of the large lecture class and to provide more personal attention to individual students. Our approach is to use peer learning experiences to instill in students the need to take responsibility for their learning and for the learning of those around them. Recent work has shown that educational quality for students and productivity for faculty can be enhanced through use of peer-learning environments where students do not just learn and faculty do not just teach.The novel aspects of our work are to apply group learning in a large introductory computer science class setting and to expect more responsibility on the part of students for their learning. In support of these goals we have introduced the use of upper-level undergraduate students to help facilitate student group interaction. In addition, we have developed software to minimize the administrative overhead of handling many groups and for students to electronically record group learning activities.