![]() Since this work there have been several reviews of research concerned with the teaching and learning of programming, in particular introductory programming. The wrong or inexistent transition is also displayed on the flowchart to help localize the error.Ī broad review of research on the teaching and learning of programming was conducted by Robins et al. ![]() Our exerciser allows making a wrong choice and gives a text hint explaining the reason for incorrectness. In normal use, the student chooses the next correct action in the program text (algorithm), i.e., makes one transition through the flowchart. This poster describes the implementation of a non-editable flowchart widget in our intelligent programming tutor on control flow structures (hereinafter referred to as the exerciser). Flowcharts are rare in intelligent learning systems for learning programming, although class, object, and sequence diagrams are quite popular. In some areas, the potential of flowcharts remains largely underestimated. The use of flowcharts in assignments along with lectures can increase their learning effect. In introductory programming learning, flowcharts are often used to help students comprehend patterns of behavior of control flow statements like alternatives, loops, and switches. As such, it is relevant to educators establishing a new UTA program, expanding an existing program, or continuously improving an established program, as well as those designing research studies of such programs. The results provided in this paper lay the groundwork for developing evidence-based best practices in UTA programs and inform practice and policy related to the use of UTAs at tertiary institutions. Our analysis follows well-defined protocols involving multiple reviewers and we report on the inter-rater reliability. Using a similar technique, we report on the claimed benefits of UTA programs to students, UTAs, instructors and institutions. ![]() We perform a more fine-grained analysis within each theme to identify specific questions about UTA programs and the answers provided by the literature. We use content analysis on excerpts describing practices to extract high-level themes that include recruiting, UTA and program coordinator duties, training, evaluation and organization of UTA programs. We analyze 336 excerpts from 40 papers related to these goals. ![]() We present a systematic literature review of the prior work on Undergraduate Teaching Assistants (UTAs) in Computer Science with two goals: (1) to create a taxonomy of practices that relate to the design and implementation of UTA programs, (2) to identify the benefits of using UTAs as claimed by the literature and characterize the level of evidence for those claims. Therefore, we first categorized our sources as one of the following based on the type of evidence presented. As part of our research questions we ask whether the evidence for the benefits claimed in our primary sources consists of anecdotal observations by authors about a single Session 2: Teaching Assistants, ,, ,, ,, ,, ,, ,, ,, ,, ,, ,, No, ,, ,, ,, ,, ,, ,, , Not Specified Class Size 100, ,, ,, ,, ,, ,, ,, ,, ,, ,, ,, , Not Specified, ,, Experience Report, ,, ,, ,, ,, ,, ,, Evaluation, ,, ,, ,, ,, ,, ,, ,, Research on UTAs, ,, ,, ,, Research, UTAs incidental, UTA program at a particular point in time, or something more rigorous.
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