Five Cs Framework: A Student-centered Approach for teaching programming courses to students with diverse disciplinary background

Mary Tom

Abstract


The already existing complexities of teaching and learning computer programming are increased where students are diverse in their disciplinary backgrounds, language skills, and culture.  Learners experience emotional issues of anxiety, fear or boredom. Identifying opportunities for improvement and applying theoretical and empirical evidence found in literature, this study presents a framework named Five Cs‒Consistency, Collaboration, Cognition, Conception, and Creativity‒that integrates constructivist and collaborative learning theories in a student-centered teaching pedagogy. This framework is found to be effective by using it in the instruction of introductory programming course to post graduate students in three consecutive terms. Analysis conducted using survey questionnaires and interviews indicates that use of this framework has reduced negative emotional issues,  motivated students to become active learners, and improved the overall performance. The five Cs framework provides an applicable model for a student-centered teaching pedagogy to minimise complexities from diversity of student cohorts.


Keywords


student-centered teaching; collaborative learning; teaching programming, constructivist learning

Full Text:

PDF

References


Berglunda, A., Eckerdala, A., Pearsa, A., Eastb, P., Kinnunenc, P., Malmic, L., Thomask, L.(2009). Learning computer science: perceptions, actions and roles. European Journal of Engineering Education, 34(4), 327 - 338.

Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Dijkstra, S. (1997). "The Integration of Instructional Systems Design Models and Constructivistic Design Principles." Instructional Science 25(1): 1-13.

Derry, S. J. (1996). "Cognitive schema theory in the constructivist debate." Educational Psychologist 31(3/4): 163.

Glass, Robert L. (1997). Practical programmer: The ups and downs of programmer stress. Communications of the ACM, 40(4), 17-19.

Gholson, B., & Craig, S. D. (2006). Promoting Constructive Activities that Support Vicarious Learning During Computer-Based Instruction. [Article]. Educational Psychology Review, 18(2), 119-139.

Harney, O., Hogan, M., & Broome, B. (2012). Collaborative learning: the effects of trust and open and closed dynamics on consensus and efficacy. Social Psychology of Education, 15(4), 517-532.

Jones, A. (2011). "Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning." Educational Philosophy and Theory 43(9): 997-1011.

Kleiman, P. (2008). Towards transformation: conceptions of creativity in higher education. Innovations in Education and Teaching International, 45(3), 209-217.

Kosheleva, O., & Kreinovich, V. (2010). What is the Best Way to Distribute Efforts Among Students: Towards Quantitative Approach to Human Cognition. Applied Mathematical Sciences, 4(9), 417 - 429.

Krathwohl, D. R. (2002). "A Revision of Bloom's Taxonomy: An Overview." Theory Into Practice 41(4): 212.

Li, M., & Zhou, J. (2010, 26-28 Nov. 2010). Study on the Mechanisms of Team Learning upon Knowledge Transfer: A Research Based on Social Constructivism Learning Theory. Paper presented at the Information Management, Innovation Management and Industrial Engineering (ICIII), 2010 International Conference on.

Lister, R., Berglund, A., Box, I., Cope, C., Pears, A., Avram, C., Jodi Venables, A. (2007). Differing ways that computing academics understand teaching. Paper presented at the Ninth Australasian Computing Education Conference (ACE2007), Sydney.

Lister, R., Box, I., Morrison, B., Tenenberg, J., & Westbrook, D. S. (2004). The dimensions of variation in the teaching of data structures. Paper presented at the 9th annual SIGCSE conference on Innovation and technology in computer science education, Leeds, United Kingdom.

Mayer, R. E., & Chandler, P. (2001). When Learning Is Just a Click Away: Does Simple User Interaction Foster Deeper Understanding. [Article]. Journal of Educational Psychology, 93(2), 390.

Mota, D., Vaz de Carvalho, C., & Reis, L. P. (2011, 4-6 April 2011). A conceptual model for collaborative learning activities design. Paper presented at the Global Engineering Education Conference (EDUCON), 2011 IEEE.

Olds, S. A., McKenna, A., & Pazos, P. (2007, 10-13 Oct. 2007). Work in progress – promoting conceptual understanding through effective peer discussions in large classes. Paper presented at the Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports, 2007. FIE '07. 37th Annual.

Phit-Huan, T., Choo-Yee,T., and Siew-Woei, L., (2009). Learning Difficulties in Programming Courses: Undergraduates' Perspective and Perception. Computer Technology and Development, 2009. ICCTD '09. International Conference on. 13-15 Nov. 2009

Pullan, W., Drew, S., & Tucker, S. (2013, 23-25 Sept. 2013). An integrated approach to teaching introductory programming. Paper presented at the e-Learning and e-Technologies in Education (ICEEE), 2013 Second International Conference on.

Quevedo-Torrero, J. U. (2009, 27-29 April 2009). Learning Theories in Computer Science Education. Paper presented at the Information Technology: New Generations, 2009. ITNG '09. Sixth International Conference on.

Qureshi, M. A., & Stormyhr, E. (2012). Group Dynamics and Peer-Tutoring a Pedagogical Tool for Learning in Higher Education. [Article]. International Education Studies, 5(2), 118-124.

Requena-Carrion, J., Alonso-Atienza, F., Guerrero-Curieses, A., & Rodriguez-Gonzalez, A. B. (2010, 14-16 April 2010). A student-centered collaborative learning environment for developing communication skills in engineering education. Paper presented at the Education Engineering (EDUCON), 2010 IEEE.

Sangin, M., Molinari, G., Nüssli, M.-A., & Dillenbourg, P. (2011). Facilitating peer knowledge modeling: Effects of a knowledge awareness tool on collaborative learning outcomes and processes. [Article]. Computers in Human Behavior, 27(3): 1059-1067.

Smart, K. L., Witt, C., & Scott, J. P. (2012). Toward Learner-Centered Teaching: An Inductive Approach. Business Communication Quarterly, 75(4), 392-403.

Thompson, E., Hunt, L., & Kinshuk. (2006). Exploring learner conceptions of programming. Conferences in Research and Practice in Information Technology Series, 52, 205-211.

Welkener, M. M. (2013). Understanding the complexities of cognition and creativity to reform higher education practice. [Article]. International Journal of Educational Reform, 22(3), 221+

Wilkinson, I. A. G., & Fung, I. Y. Y. (2002). Small-group composition and peer effects International Journal of Educational Research 37 (2002) 425–447

Wright, G. B. (2011). Student-Centered Learning in Higher Education. [Article]. International Journal of Teaching & Learning in Higher Education, 23(1), 92-97.

Zhenzhong, X., Huijian, H., Yunfeng, Z., & Caiming, Z. (2008, 12-14 Dec. 2008). Research and practice on new interactive teaching model based on constructivist learning theory. Paper presented at the IT in Medicine and Education, 2008. ITME 2008. IEEE International Symposium on.




DOI: http://dx.doi.org/10.5204/jld.v8i1.193
Abstract Views:
1213
Views:
PDF
420

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 License.



Contact | Announcements | © Queensland University of Technology | ISSN: 1832-8342