Design guidelines for the lab component of objects-first CS1
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Test Driven Development: By Example
Test Driven Development: By Example
Tablet PC video based hybrid coursework in computer science: report from a pilot project
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Instructional design of a programming course: a learning theoretic approach
Proceedings of the third international workshop on Computing education research
Exposing the Programming Process
Reflections on the Teaching of Programming
The professor on your PC: a virtual CS1 course
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Review of recent systems for automatic assessment of programming assignments
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Extreme apprenticeship method in teaching programming for beginners
Proceedings of the 42nd ACM technical symposium on Computer science education
Proceedings of the 42nd ACM technical symposium on Computer science education
Management, structures and tools to scale up personal advising in large programming courses
Proceedings of the 2011 conference on Information technology education
Crossing the software education chasm
Communications of the ACM
Scaffolding students' learning using test my code
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
MOOC as semester-long entrance exam
Proceedings of the 14th annual ACM SIGITE conference on Information technology education
Teaching creative problem solving in a MOOC
Proceedings of the 45th ACM technical symposium on Computer science education
Automated Assessment of Programming Assignments
Proceedings of the 3rd Computer Science Education Research Conference on Computer Science Education Research
International Journal of Technology Enhanced Learning
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Many massive open online courses (MOOC) have been tremendously popular, causing a stir in academic institutions. The most successful courses have reached tens of thousands of participants. In our MOOC on introductory programming, we aimed to improve distinctive challenges that concern most of the open online courses: allowing and requiring the participants to be more active in their online learning ("flipped-classroom"), demanding them to go deeper than typical CS1 course, and added incentives for participant retention by treating the course as a formal entrance exam to CS/IT degree. Our Extreme Apprenticeship (XA) method for programming education appeared to be successful in an online environment as well.