1.
Apiola, Mikko, et al.
(author)
From a National Meeting to an International Conference : A Scientometric Case Study of a Finnish Computing Education Conference
2022
In: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 66576-66588
Journal article (peer-reviewed) abstract
Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education
2.
Aghaee, Naghmeh, et al.
(author)
Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden
2016
In: International Review of Research in Open and Distance Learning. - : Athabasca University Press. - 1492-3831. ; 17:3, s. 360-383
Journal article (peer-reviewed) abstract
Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology Support System (ICTSS) may alleviate these problems. Data were collected through an online open questionnaire sent to the PhD students at the Department of (the institution's name has been removed during the double-blind review) with a 59% response rate. The results revealed a number of problems in the PhD education and highlighted how online technology can support PhD education and facilitate interaction and communication, affect the PhD students' satisfaction, and have positive impacts on PhD students' stress. A system was prototyped, in order to facilitate different types of online interaction through accessing a set of online and structured resources and specific communication channels. Although the number of informants was not large, the result of the study provided some rudimentary ideas that refer to interaction problems and how an online ICTSS may facilitate PhD education by providing distance and collaborative learning, and PhD students' self-managed communication.
3.
Aghaee, Naghmeh, et al.
(author)
Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses
2014
In: European Journal of Open, Distance and E-Learning. - : Walter de Gruyter GmbH. - 1027-5207. ; 17:1, s. 154-171
Journal article (peer-reviewed) abstract
Nowadays, utility of information and communication technology (ICT) in education is a way to facilitate interaction and accessing information for learning in higher education. However, finding a set of structured e-resources to facilitate learning within specific courses is still a big challenge in most of the institutions and universities. This includes the problems and challenges for the thesis courses in both undergraduate (Bachelor) and graduate (Master) level in Sweden. To overcome or reduce the problems and enhance quality of outcomes in the thesis courses, the department of Computer and Systems Sciences (DSV) at Stockholm University has developed a Learning Support System, SciPro (Scientific Process), to support thesis process. This study aims at investigating learners’ perspectives on usefulness of structured e-resources in order to reduce challenges for finding information related to the thesis steps in SciPro. This is done based on an open online survey, carried out in 2012-2013 of students’ perspectives at DSV. The study found the actual problems and hence suggested a model as a way forward to sort the useful e-resources to support reducing the problems in the thesis process.
4.
Apiola, Mikko, et al.
(author)
An OLPC Workshop in Rural Tanzania : Preliminary Results
2013
In: 2013 IEEE 13th International Conference on Advanced Learning Technologies. - : IEEE. - 9780769550091 ; , s. 107-109
Conference paper (peer-reviewed) abstract
One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily updatable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one- to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.
5.
Apiola, Mikko, et al.
(author)
Deepening Learning through Learning-by-Inventing
2013
In: Journal of Information Technology Education. - : Informing Science Institute. - 2165-3151 .- 2165-316X. ; 12, s. 185-202
Journal article (peer-reviewed) abstract
It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning theories: changes in students’ problem management cycle, problem-rich learning environment, conceptions of the nature of computing, extension of deep and surface approaches to problem solving and management, and the use of robotics to facilitate deep learning strategies. Our analysis suggests that a combination of an open learning environment, robotics as the learning tool, and learning-by-inventing provides a conducive environment for deep learning strategies, intrinsic motivation, and self-regulated learning, which are prerequisite conditions for creativity and inventing.
6.
Apiola, Mikko, et al.
(author)
From Research & Design Milieu to a Living Lab : Ukombozi School in Tanzania
2012
In: IST-Africa 2012 Conference Proceedings. - : IIMC International Information Management Corporation. - 9781905824342 ; , s. 155-
Conference paper (peer-reviewed) abstract
One-to-one computing has been proposed as one solution for improving primary school education around the world. Ukombozi School is a public primary school in Mkimbizi village, Tanzania, and the school has performed outstandingly on the district, regional, and national levels. Ukombozi school has 100 XO-1 "children’s laptops", and, in collaboration with a local university, the school is using those computers for teaching pupils basic computer literacy. The school, however, has ambitious plans for the computers. This paper analyses the necessary steps for developing the current research and design collaboration into a fully-fledged living lab, which can be used to studying, further developing, and replicating Ukombozi School’s success.
7.
Apiola, Mikko, et al.
(author)
New perspectives on the pedagogy of programming in a developing country context
2012
In: Computer Science Education. - : Informa UK Limited. - 0899-3408 .- 1744-5175. ; 22:3, s. 285-313
Journal article (peer-reviewed) abstract
Programming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students’ viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.
8.
Apiola, Mikko, et al.
(author)
Results From an Action Research Approach for Designing CS1 Learning Environments in Tanzania
2012
In: 2012 Frontiers in Education Conference Proceedings. - : IEEE Computer Society. - 9781467313520 ; , s. 830-835
Conference paper (peer-reviewed) abstract
One of the most debated areas of computer science education is how to arrange programming courses. One of the debates is concerned with the amount of guidance a learning environment should grant to the learner. This research study reports on development and testing of a model where students work on their homework under guidance, facilitated by active student-teacher collaboration, continuous feedback, and student support. While qualitative results, observations, and student feedback about the intervention were exclusively positive, controlled experiment showed no significant advantage over the control group. This paper reports the results of the experiment described above, and suggests ten hypotheses for further research.
9.
Apiola, Mikko, et al.
(author)
Towards a Framework for Designing and Analyzing CS Learning Environments
2012
In: 2012 Frontiers in Education Conference Proceedings. - : IEEE Computer Society. - 9781467313513 ; , s. 600-605
Conference paper (peer-reviewed) abstract
This paper focuses on understanding and develop- ing learning environments for computer science education. We present two models that we have successfully used in European and African contexts. The first model, Computer Science Learning Environments (CSLE), presents seven dimensions of computer science courses, which should be considered in learning environment design for computer science. The second model, Investigative Learning Environment (ILE), presents an action plan model, inspired by action research, for combining educational research and computer science teaching. In the empirical section we outline two case studies where these models were used to design and implement computer science learning environments in two different learning contexts. In the first case in University of Helsinki, Finland, we developed and studied a method of learning-by-inventing in a robotics programming course. That course was designed around problem discovery and inventing, and it employed LEGO (R) Mindstorms robots. In the second case in Tumaini University, Tanzania, we designed an environment for studying and improving introductory programming courses. Both models showed to be useful for designing, implementing, developing, and analyzing the courses in both learning contexts.
10.
Apiola, Mikko, et al.
(author)
Working Practices in One to One Computing : a Rural Tanzanian Case
2013
In: AFRICON, 2013. - : IEEE conference proceedings. - 9781467359405 ; , s. 1-5
Conference paper (peer-reviewed) abstract
In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school.
