Abstract
The Department of Educational Sciences and the Department of Electronic & Telecommunications at the University of Aveiro (Portugal) have been working together with the Department of Computer & Information Sciences at the University of Strathclyde (UK), with the aim of improving the teaching quality of introductory programming courses and, indirectly, the academic success of their students. Over the past two years, data has been collected through interviews and questionnaires, to better understand the organization of the different courses and approaches to teaching. The present paper discusses how the organization of introductory programming courses in each institution reflects the teaching philosophy of the members of staff and also how course organization and teaching strategy relate to the students' attitudes to learning and their motivation for course involvement.
| Original language | English |
|---|---|
| Pages (from-to) | T2H-5-T2H-9 |
| Journal | Proceedings - Frontiers in Education Conference, FIE |
| Volume | 1 |
| Publication status | Published - 1 Dec 2004 |
| Event | 34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance Learning - Conference Proceedings, FIE - Savannah, GA, United States Duration: 20 Oct 2004 → 23 Oct 2004 |
Keywords
- Individual vs collaborative work
- Teaching and learning
- Teaching methods/strategies