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  • McCartney, Robert, et al. (author)
  • Questions, annotations, and institutions : observations from a study of novice programmers
  • 2004
  • In: Kolin Kolistelut. - Helsinki, Finland : Helsinki University of Technology, Department of Computer Science and Engineering, Laboratory of Information Processing Science, FINLAND. - 9512274388 ; , s. 11-19
  • Conference paper (peer-reviewed)abstract
    • This paper examines results from a multiple-choice test given to novice programmers at twelve institutions, with specific focus on annotations made by students on their tests. We found that the question type affected both student performance and student annotations. Classifying student answers by question type, annotation type (tracing, elimination, other, or none), and institution, we found that tracing was most effective for one type of question and elimination for the other, but overall, any annotation was better than none.
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  • Pears, Arnold, et al. (author)
  • Encouraging Deep Learning Using Student Reflections: A Case Study
  • 2006
  • In: Proc. 6th Baltic Sea Conference on Computing Education Research. - 9512274388 ; , s. 38-45
  • Conference paper (peer-reviewed)abstract
    • An important aspect in any learning situation is the approach that students to learning. Studies in the 1980's by Prosser, Marton and Säljö as well as Moon and others have built an increasingly convincing case for the existance several different approaches. From this body of literature has emerged three classifications of learning approach adopted by students, deep, surface and achieving. These approaches are not mutually exclusive, and a single student may use any or all of them in combination. A connection has been demonstrated between use of the deep learning and deeper understanding of the material being learned.Encouraging deep learning behaviour, however, is a much more complex issue, since choice of learning approach seems to be dependent on the manner in which the student experiences the learning environment. This paper reports on the use of reflections as a part of the educational design of two computing courses. The results describe student's perceptions regarding reflections using analysis of the reflections themselves. Student's perceptions of the utility of reflections as a learning tool are also explored using data collected from interviews with the students in one of the study cohorts.
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