1.
Apiola, Mikko, et al.
(författare)
From a National Meeting to an International Conference : A Scientometric Case Study of a Finnish Computing Education Conference
2022
Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 66576-66588
Tidskriftsartikel (refereegranskat) 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.
(författare)
Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden
2016
Ingår i: International Review of Research in Open and Distance Learning. - : Athabasca University Press. - 1492-3831. ; 17:3, s. 360-383
Tidskriftsartikel (refereegranskat) 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.
4.
5.
Aghaee, Naghmeh, et al.
(författare)
Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses
2014
Ingår i: European Journal of Open, Distance and E-Learning. - : Walter de Gruyter GmbH. - 1027-5207. ; 17:1, s. 154-171
Tidskriftsartikel (refereegranskat) 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.
6.
Andujar, Carlos, et al.
(författare)
The role and relevance of experimentation in informatics
2013
Rapport (övrigt vetenskapligt/konstnärligt) abstract
Informatics is a relatively young field within science and engineering. Its research and development methodologies build on the scientific and design methodologies in the classical areas, often with new elements to it. We take an in-depth look at one of the less well-understood methodologies in informatics, namely experimentation. What does it mean to do experiments in informatics? Does it make sense to ‘import’ traditional principles of experimentation from classical disciplines into the field of computing and information processing? How should experiments be documented? These are some of the questions that are treated. The report argues for the key role of empirical research and experimentation in contemporary Informatics. Many IT systems, large and small, can only be designed sensibly with the help of experiments. We recommend that professionals and students alike are well-educated in the principles of sound experimentation in Informatics. We also recommend that experimentation protocols are used and standardized as part of the experimental method in Informatics.
7.
Apiola, Mikko, et al.
(författare)
An OLPC Workshop in Rural Tanzania : Preliminary Results
2013
Ingår i: 2013 IEEE 13th International Conference on Advanced Learning Technologies. - : IEEE. - 9780769550091 ; , s. 107-109
Konferensbidrag (refereegranskat) 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.
8.
Apiola, Mikko, et al.
(författare)
Deepening Learning through Learning-by-Inventing
2013
Ingår i: Journal of Information Technology Education. - : Informing Science Institute. - 2165-3151 .- 2165-316X. ; 12, s. 185-202
Tidskriftsartikel (refereegranskat) 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.
9.
Apiola, Mikko, et al.
(författare)
From Research & Design Milieu to a Living Lab : Ukombozi School in Tanzania
2012
Ingår i: IST-Africa 2012 Conference Proceedings. - : IIMC International Information Management Corporation. - 9781905824342 ; , s. 155-
Konferensbidrag (refereegranskat) 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.
10.
Apiola, Mikko, et al.
(författare)
New perspectives on the pedagogy of programming in a developing country context
2012
Ingår i: Computer Science Education. - : Informa UK Limited. - 0899-3408 .- 1744-5175. ; 22:3, s. 285-313
Tidskriftsartikel (refereegranskat) 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.
