| 11. |
- Malmi, Lauri, et al.
(författare)
-
Developing a taxonomy of EER papers
- 2012
-
Ingår i: Proceedings of the SEFI conference, Thessaloniki, Greece, 23-26 September 2012.
-
Konferensbidrag (refereegranskat)
|
|
| 12. |
- Malmi, Lauri, et al.
(författare)
-
How authors did it – a methodological analysis of recent engineering education research papers in the European Journal of Engineering Education
- 2018
-
Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 43:2, s. 171-189
-
Tidskriftsartikel (refereegranskat)abstract
- We investigated research processes applied in recent publications in the European Journal of Engineering Education (EJEE), exploring how papers link to theoretical work and how research processes have been designed and reported. We analysed all 155 papers published in EJEE in 2009, 2010 and 2013, classifying the papers using a taxonomy of research processes in engineering education research (EER) (Malmi et al. 2012). The majority of the papers presented either empirical work (59%) or were case reports (27%). Our main findings are as follows: (1) EJEE papers build moderately on a wide selection of theoretical work; (2) a great majority of papers have a clear research strategy, but data analysis methods are mostly simple descriptive statistics or simple/undocumented qualitative research methods; and (3) there are significant shortcomings in reporting research questions, methodology and limitations of studies. Our findings are consistent with and extend analyses of EER papers in other publishing venues; they help to build a clearer picture of the research currently published in EJEE and allow us to make recommendations for consideration by the editorial team of the journal. Our employed procedure also provides a framework that can be applied to monitor future global evolution of this and other EER journals.
|
|
| 13. |
|
|
| 14. |
|
|
| 15. |
- Pears, Arnold, et al.
(författare)
-
Constructing a Core Literature for Computing Education Research
- 2005
-
Ingår i: ACM SIGCSE Bulletin. - 0097-8418. ; 37:4, s. 152-161
-
Tidskriftsartikel (refereegranskat)abstract
- After four decades of research on a broad range of topics, computing education has now emerged as a mature research community, with its own journals, conferences, and monographs. Despite this success, the computing education research community still lacks a commonly recognized core literature. A core literature can help a research community to develop a common orientation and make it easier for new researchers to enter the community. This paper proposes an approach to constructing and maintaining a core literature for computing education research. It includes a model for classifying research contributions and a methodology for determining whether they should be included in the core. The model and methodology have been applied to produce an initial list of core papers. An annotated list of these papers is given in appendix A.
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
- Riese, Emma
(författare)
-
Perspectives on Assessment in Introductory Computer Science Courses : Exploring and Comparing Experiences of Students, Teaching Assistants, and Course Coordinators
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Assessments of students' performances, including providing the students with feedback, are central parts of course design in higher education. These assessments can be carried out in different ways and with different purposes. The introductory programming courses (CS1) are often given to a large group of students, many of whom are non-computer science majors. To conduct the assessments and provide the students with individual feedback, teaching assistants (TAs, students with prior experience of the subject) are often employed to assist the course coordinators (main instructors) in these courses.The practice-based research aim of this thesis is to give recommendations to course coordinators and TAs on how to integrate assessment situations in CS1 courses, aiming to be experienced as fair and valid examinations and opportunities to provide the students with useful feedback. To do so, the experiences and use of assessments within CS1 courses given to non-computer science majors, are explored from the perspective of students, TAs, and course coordinators. The three stakeholders' experiences are also compared, and to further understand the experiences, the TAs' and course coordinators' perceptions of their roles in relation to the assessments are explored. The studied assessment types include lab assignments, midterm exams, and individual final projects. By using a mixed-method approach with a qualitative starting point, each of the stakeholders' perspectives has been studied in detail, mostly within a Swedish context. The research uncovers the complex role of the TAs and the other stakeholders' strong dependency on them. The results suggest that each of the three studied assessment types has weaknesses and strengths that often are experienced differently by the stakeholders. This includes pitfalls with how assessment situations, designed by course coordinators to be both learning activities and graded, are challenging for the TAs to conduct. The assessments then risk being experienced by the students as unfair or dependent on the TA. Further, the results suggest that TAs face challenges related to the student-TA relationship, specifically how to handle being friends with the students they teach. The large group of students limits the course coordinators' role in the assessments, and they have a monitoring role not always visible to the students.Recommendations for TAs and course coordinators, grounded in the research results, are presented in the thesis. Further implications from the research, in the form of TA training initiatives, are also described and evaluated as part of this thesis work.
|
|
| 19. |
- Seidman, Stephen, et al.
(författare)
-
Maintaining a Core Literature of Computing Education Research
- 2006
-
Ingår i: Koli Calling. - 9512930064 ; , s. 185-
-
Konferensbidrag (refereegranskat)abstract
- Computing Education Research (CER) is emerging as a research discipline in its own right, with its own community. This emerging community is developing a collective understanding of what constitutes seminal and influential work in the field. One way of codifying such understanding is the explicit identification of a core CER literature. At a recent ITiCSE working group, the authors proposed an approach to classifying and assessing the significance of work in CER\cite{Pears_et_al.05}. Defining and discussing a core literature will strengthen the CER community and facilitate the entry of new researchers. Obviously a single working group can only deal with a subset of the CER literature, and this subset will tend to represent the interests of the working group's members. Furthermore, the corpus of CER literature is far from static. Each year brings many new papers and books, each of them potentially significant. This paper proposes an approach to creating and maintaining a dynamic body of core literature for CER.
|
|
| 20. |
- Sheard, Judy, et al.
(författare)
-
MOOCs and their impact on academics
- 2014
-
Ingår i: Proc. 14th International Conference on Computing Education Research. - New York : ACM Press. - 9781450330657 ; , s. 137-145
-
Konferensbidrag (refereegranskat)
|
|
