Active learning and its use in computer science
ITiCSE '96 Proceedings of the 1st conference on Integrating technology into computer science education
Making students read and review code
Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education
Expertise browser: a quantitative approach to identifying expertise
Proceedings of the 24th International Conference on Software Engineering
Mining Version Histories to Guide Software Changes
Proceedings of the 26th International Conference on Software Engineering
Predicting Source Code Changes by Mining Change History
IEEE Transactions on Software Engineering
ACM SIGPLAN Notices
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Automatic Mining of Source Code Repositories to Improve Bug Finding Techniques
IEEE Transactions on Software Engineering
Methods and tools for exploring novice compilation behaviour
Proceedings of the second international workshop on Computing education research
Eclipse Plug-ins
Educational data mining: a review of the state of the art
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
Attention please!: learning analytics for visualization and recommendation
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
Learning analytics and educational data mining: towards communication and collaboration
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
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The learning of programming presents many difficulties for students. Nowadays, a number of software tools are available that enable students in programming courses to develop and exercise their knowledge and skills. However, these tools do not examine their work or provide students with indications on their learning process. In this paper we introduce a learning approach for programming based on the analysis of students' mistakes during practical lessons in programming subjects. This approach makes use of compiler messages to analyse their quantity and semantic value, and report the individual and comparative learning progress. This approach is illustrated in practice by a case study conducted in a class of undergraduate students of computer science. This study makes it possible to provide an analytic representation of reflective learning practice, giving us a better understanding on programming learning processes.