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Combating anonymousness in populous CS1 and CS2 courses

Published: 26 June 2006 Publication History

Abstract

One of the causes for unsatisfactory results in first year programming courses, as we have observed, is anonymousness: individual students mostly follow the course without recognition from their peers and their teachers, and this often discourages them. Therefore, increasing the visibility of what happens in the classroom and in the labs, as well as helping the students to know who their colleagues are and how they are performing can be very helpful. We recommend three complementary educational strategies which include video recording the classes and making the recordings available on the Internet to help students to review the lectures, using a web-based learning management system to foster the communication between teachers and students and among students, and increasing the visibility of student work by adopting an automatic grading system for lab assignments which can in parallel be used for self-assessment purposes.

References

[1]
Camtasia, http://www.techsmith.com/.
[2]
Powel, W., and Gill, C. Web Content Management Systems in Higher Education. EDUCAUSE QUARTERLY, Number 2, 2003, 43--50.
[3]
Moodle, http://moodle.org/.
[4]
Cole, J. Using Moodle. O'Reilly Community Press, 2005, ISBN: 0-596-00863-5.
[5]
Leal, J.P., and Silva, F, Mooshak: a Web-based multi-site programming contest system, Software Practice and Experience, 2003; 33:567--58

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  • (2022)Drop Project: An automatic assessment tool for programming assignmentsSoftwareX10.1016/j.softx.2022.10107918(101079)Online publication date: Jun-2022
  • (2009)An Experience on Ada Programming Using On-Line JudgingProceedings of the 14th Ada-Europe International Conference on Reliable Software Technologies10.1007/978-3-642-01924-1_6(75-89)Online publication date: 6-Jun-2009
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Published In

cover image ACM SIGCSE Bulletin
ACM SIGCSE Bulletin  Volume 38, Issue 3
September 2006
367 pages
ISSN:0097-8418
DOI:10.1145/1140123
Issue’s Table of Contents
  • cover image ACM Conferences
    ITICSE '06: Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
    June 2006
    390 pages
    ISBN:1595930558
    DOI:10.1145/1140124
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 26 June 2006
Published in SIGCSE Volume 38, Issue 3

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Author Tags

  1. CS1
  2. CS2
  3. content management system
  4. educational strategies
  5. introductory programming

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Cited By

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  • (2024)Bridging the Gap between Project-Oriented and Exercise-Oriented Automatic Assessment ToolsComputers10.3390/computers1307016213:7(162)Online publication date: 30-Jun-2024
  • (2022)Drop Project: An automatic assessment tool for programming assignmentsSoftwareX10.1016/j.softx.2022.10107918(101079)Online publication date: Jun-2022
  • (2009)An Experience on Ada Programming Using On-Line JudgingProceedings of the 14th Ada-Europe International Conference on Reliable Software Technologies10.1007/978-3-642-01924-1_6(75-89)Online publication date: 6-Jun-2009
  • (2021)Towards understanding the effective design of automated formative feedback for programming assignmentsComputer Science Education10.1080/08993408.2020.186040832:1(105-127)Online publication date: 31-Jan-2021
  • (2019)Investigating the Essential of Meaningful Automated Formative Feedback for Programming Assignments2019 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)10.1109/VLHCC.2019.8818922(151-155)Online publication date: Oct-2019
  • (2019)How Automated Feedback is Delivered Matters: Formative Feedback and Knowledge Transfer2019 IEEE Frontiers in Education Conference (FIE)10.1109/FIE43999.2019.9028686(1-6)Online publication date: Oct-2019
  • (2018)Continuous assessment in a computer programming course supported by a software toolComputer Applications in Engineering Education10.1002/cae.2205827:1(80-89)Online publication date: 10-Sep-2018
  • (2011)Motivating all our students?Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports10.1145/2078856.2078858(1-18)Online publication date: 27-Jun-2011
  • (2011)Tools for "contributing student learning"ACM Inroads10.1145/1963533.19635532:2(78-91)Online publication date: 1-Jun-2011
  • (2011)Automated Assessment in a Programming Tools CourseIEEE Transactions on Education10.1109/TE.2010.209844254:4(576-581)Online publication date: 1-Nov-2011
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