Promoting Engagement in a CS1 Course with Assessment for Learning. 'A Practice Report'
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| Title: | Promoting Engagement in a CS1 Course with Assessment for Learning. 'A Practice Report' |
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| Language: | English |
| Authors: | Liénardy, Simon, Donnet, Benoit, Leduc, Laurent (ORCID |
| Source: | Student Success. 2021 12(1):102-111. |
| Availability: | Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learner Engagement, Computer Science Education, Introductory Courses, Student Evaluation, College Students, Foreign Countries, Blended Learning, Academic Achievement |
| Geographic Terms: | Belgium |
| ISSN: | 2205-0795 |
| Abstract: | This practice report discusses the evolution of a CS1 Course taught at the University of Liège, Belgium. Over the last seven years several teaching activities have been thought to complement traditional theoretical courses and exercise sessions in order to promote students' engagement. The result is aligned with (i) the principles of assessment for learning, which consists in leveraging the assessment to improve the students learning, and (ii) the concept of blended learning. This report describes the difficulties the students faced and what we implemented to assist our course evolution. We also present and discuss results showing that, despite a high drop-out rate, we managed to engage students to work on a regular basis and, in some cases, raise their performance levels. |
| Abstractor: | As Provided |
| Entry Date: | 20210101 |
| Accession Number: | EJ1311290 |
| Database: | ERIC |
| Abstract: | This practice report discusses the evolution of a CS1 Course taught at the University of Liège, Belgium. Over the last seven years several teaching activities have been thought to complement traditional theoretical courses and exercise sessions in order to promote students' engagement. The result is aligned with (i) the principles of assessment for learning, which consists in leveraging the assessment to improve the students learning, and (ii) the concept of blended learning. This report describes the difficulties the students faced and what we implemented to assist our course evolution. We also present and discuss results showing that, despite a high drop-out rate, we managed to engage students to work on a regular basis and, in some cases, raise their performance levels. |
|---|---|
| ISSN: | 2205-0795 |
