A software infrastructure to support introductory computer science courses
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Grading student programs using ASSYST
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
On-line programming examinations using Web to teach
ITiCSE '99 Proceedings of the 4th annual SIGCSE/SIGCUE ITiCSE conference on Innovation and technology in computer science education
Grading student programs - a software testing approach
CCSC '00 Proceedings of the fourteenth annual consortium on Small Colleges Southeastern conference
Computers & Education
Difficulties in Learning and Teaching Programming—Views of Students and Tutors
Education and Information Technologies
On automated grading of programming assignments in an academic institution
Computers & Education
Rethinking computer science education from a test-first perspective
OOPSLA '03 Companion of the 18th annual ACM SIGPLAN conference on Object-oriented programming, systems, languages, and applications
Computers & Education - Documenting collaborative interactions: Issues and approaches
Houston, we have a problem: there's a leak in the CS1 affective oxygen tank
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Factors affecting the success of non-majors in learning to program
Proceedings of the first international workshop on Computing education research
Why students drop out CS1 course?
Proceedings of the second international workshop on Computing education research
Automated assessment and experiences of teaching programming
Journal on Educational Resources in Computing (JERIC)
Interactive processes and learning attitudes in a web-based problem-based learning (PBL) platform
Computers in Human Behavior
Applying PBL in Software Engineering Education
CSEET '09 Proceedings of the 2009 22nd Conference on Software Engineering Education and Training
The PBL's Application Research on Prolog Language's Instuction
ETTANDGRS '08 Proceedings of the 2008 International Workshop on Education Technology and Training & 2008 International Workshop on Geoscience and Remote Sensing - Volume 01
Authoring and Reengineering of IMS Learning Design Units of Learning
IEEE Transactions on Learning Technologies
Generic service integration in adaptive learning experiences using IMS learning design
Computers & Education
Semiautomatic testing of student software under Unix(R)
IEEE Transactions on Education
Multiple Case Studies to Enhance Project-Based Learning in a Computer Architecture Course
IEEE Transactions on Education
Modeling a Collaborative Answer Negotiation Activity Using IMS-Based Learning Design
IEEE Transactions on Education
An eLearning Standard Approach for Supporting PBL in Computer Engineering
IEEE Transactions on Education
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The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the teaching staff to deploy measures to enforce a pattern of continuous work without significantly increasing the required management tasks. A significant reduction of this workload can be achieved with the automation of time consuming tasks such as the delivery of activities or submission grading. This paper presents a case of study where a technology based orchestration of learning scripts was applied in a large enrollment course to promote student sustained effort through the course and keep the workload on teaching staff within reasonable margins. The orchestration system, based on IMS Learning Design and Generic Service Integration, automatically evaluated the student submissions and gradually unlocked the following activities depending on the received results. Such system was used during a semester supporting 425 students and 8 instructors. The analysis of the case of study followed a mixed method based on qualitative and quantitative data, and revealed a significant reduction of the orchestration workload on the teaching staff, allowing the strategy of continuous work to be applied in a course with high enrollment. Additionally, the application of these techniques show statistically significant differences in the drop out rate with respect to previous editions of the course.