SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Collaborative learning in an introductory computer science course
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
A first year advanced students' project scheme
Proceedings of the 2nd Australasian conference on Computer science education
Strategies for encouraging individual achievement in introductory computer science courses
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
The effectiveness of innovative approaches to CSI: comparing opinion to outcome
ACSC '04 Proceedings of the 27th Australasian conference on Computer science - Volume 26
Strategies for communication skills development
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
CSEET '05 Proceedings of the 18th Conference on Software Engineering Education & Training
Infusing critical thinking skills into content of AI course
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Thinking, speaking, and writing for freshmen
Proceedings of the 37th SIGCSE technical symposium on Computer science education
A systematic approach to active and cooperative learning in CS1 and its effects on CS2
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Peer teaching extends HCI learning
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
When observation beats doing: learning by teaching
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Why students drop out CS1 course?
Proceedings of the second international workshop on Computing education research
Students teaching students: incorporating presentations into a course
Proceedings of the 38th SIGCSE technical symposium on Computer science education
The current crisis in computing: what are the real issues?
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Journal of Computing Sciences in Colleges - Papers of the twelfth annual CCSC Northeastern Conference
ACM SIGCSE Bulletin
Investigating studio-based learning in a course on game design
Proceedings of the Fifth International Conference on the Foundations of Digital Games
Have we missed something?: identifying missing types of research in computing education
Proceedings of the Sixth international workshop on Computing education research
Hi-index | 0.00 |
The decline in computing enrollments is a global concern that necessitates that every potentially successful computing student be targeted for support and development. The needs of technically experienced, highly capable first-term college students are unique, and no less challenging than the needs of their lesser-prepared peers. In order to attract advanced first-year students to further computing studies, we need to understand better how instruction can meet their needs. This paper reports the results of a study in which advanced first-term computing students were challenged to become in-depth researcher-learners and to teach the content they acquired to their peers. The results demonstrate that students and instructors alike perceive that the students made significant improvements in communication, presentation, and teaming skills and acquired deep content knowledge from their experience in the course. The data also show that students were extremely uncomfortable with the paradigm shift in their learning environment. These results suggest that anxiety-reducing changes are needed for the course, but that overall, the teacher-researcherlearner concept is very beneficial for increasing the understanding and learning of advanced first year computing students.