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1. Impact of Participatory Teaching on Students' Generic Skills in Tertiary Education

Author

Mader, Mohamed J.

Abstract

This paper presents findings from empirical study on assessing third year students' academic performance and development of generic skills through participatory teaching. Generic skills inventory and academic performance were utilized as measuring instruments where as activities of participatory learning used as an independent variable. The main purpose of the paper was to explore the extent to which participatory teaching contributes to students' acquisition of generic skills and obtaining outstanding academic standing. Outstanding academic achievement and development of generic skills much depend on the instructional strategies employed in teaching and learning. Participatory learning approaches are those, which put students at the center of the teaching and learning activities. Through participatory teaching strategies, the acquisition of generic skills becomes more enjoyable, meaningful and exciting. The study identified that participatory teaching is an effective way to foster generic skills of students as it has a significant influence on development of students' generic skills and to improving students' academic performance. The result of the correlation analysis shows the strong positive relationships between the variables of academic performance, generic skills as well as activities of participatory teaching. As result of this, this study proves that participatory teaching produces two core outcomes (better academic performance and possession of generic skills) expected students develop during academic course. A comprehensive model of generic skills development was proposed which consists of the three constructs investigated which are indicating the strength and the direction of their relationships.

Published
2015

2. The Effects of Cooperative Learning in a Second-Semester University Computer Science Course.

Author

Priebe, Roger

Abstract

This study compared the content comprehension and logical reasoning ability in two groups of second-semester university computer science students. The control group (n=25) received instruction in a traditional lecture/discussion learning environment three days a week for nine weeks. The treatment group (n=24) met in a cooperative learning environment for the same number of hours as the control group. Each group was given a pretest and posttest to measure levels of content comprehension and logical reasoning ability. No statistically significant differences were found with regard to content comprehension or logical reasoning ability; however, the experimental (cooperative) learning group did have a significantly higher attendance rate. In addition, other qualitative differences support many previous findings on cooperative learning environments. Contains 21 references. (Author)

Published
1997

3. WebNet 96 Conference Proceedings (San Francisco, California, October 15-19, 1996).

Author

Association for the Advancement of Computing in Education, Charlottesville, VA. and Maurer, Hermann

Abstract

This proceedings contains 80 full papers, 12 posters/demonstrations, 108 short papers, one panel, and one tutorial, all focusing on World Wide Web applications. Topics include: designing hypertext navigation tools; Web site design; distance education via the Web; instructional design; the world-wide market and censorship on the Web; customer support via the Web; VRML; tracking Web users; developing adaptive electronic textbooks on the Web; developing secure Web accessible databases; automating hypermedia course creation and maintenance; innovative resources for educational and public information; interactive justice trough the Web; 3D visualization of Web semantic content for browsing and query formation; Web authoring tools; the impact of the Web on education; multilingual font service; networked learning environments; Web conceptual space; the impact of Web publication on a child writer's development; concurrent manufacturing on the Web; browsing; virtual office hours; designing digital libraries for post-literate patrons; electronic commerce; a distance education how-to manual; media, multimedia, and language learning; managing the virtual classroom; a course in multimedia technology for non-computer science majors; full-text retrieval; collaborative learning/teaching on the Web: the web as a teaching tool; computer mediated communication; active messaging in Java; an electronic shopping agent; helping teachers use anti-virus Web sites; teaching personally sensitive material over the Internet; global distance learning and the transformation of knowledge construction; gender and the human computer user interface; school participation in the development of commercial, Web-based curriculum resources; a virtual campus on the Web; authentic activities and the Internet; a tool for creating and browsing in case libraries; providing real-time instruction on the Web; discursive networking; Web language teaching; and how to set up and maintain an image database on the Web. (DLS)

Published
1996

4. Reverse Engineering and Software Products Reuse to Teach Collaborative Web Portals: A Case Study with Final-Year Computer Science Students

Author

Medina-Dominguez, Fuensanta, Sanchez-Segura, Maria-Isabel, Mora-Soto, Arturo, and Amescua, Antonio

Abstract

The development of collaborative Web applications does not follow a software engineering methodology. This is because when university students study Web applications in general, and collaborative Web portals in particular, they are not being trained in the use of software engineering techniques to develop collaborative Web portals. This paper presents a strategy for teaching collaborative Web portals based on reverse engineering and reuse mechanisms to engineer the collaborative Web portals' development. This strategy was successfully used in a final-year course of a Computer Science program at Carlos III University of Madrid, Spain. Its use has demonstrated an improvement in the maintainability of the Web projects developed as well as a decrease in the number of failures during the test phase. This is a very important step toward the engineering of Web applications. The students' grades for the same subject, with the same content and lecturers, also improved compared to those from previous years. The strategy, the details of its use, the results obtained after analyzing the projects the students developed, and their final grades are described in this paper. (Contains 15 figures and 11 tables.)

Published
2010
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5. Designing English Writing Instruction for Students in the Science and Technologies: Research, Results, and Applications. Technical Report 96-5-001.

Author

Aizu Univ., Aizuwakamatsu (Japan). Center for Language Research. and Orr, Thomas

Abstract

College teachers of English for Science and Technology (EST) are encouraged to conduct research in preparation for designing appropriate writing instruction. Specific recommendations are made for creating such a program, providing adequate support, and organizing its content, with examples offered from the program in computer science writing at the University of Aizu (Japan). An EST writing program should offer student discipline-related knowledge, knowledge of writing in the discipline, and instructional activities tailored to specific skill levels and student needs. At the University of Aizu, instructional design research began with a survey of 87 computer science faculty, a review of professional literature, and computerized analyses of English grammatical constructions and vocabulary used most frequently in computer science discourse. The last analysis revealed 22 different kinds of writing within the field with four primary functions: to obtain approval or resources; organize information for efficient access; generate new information; and disseminate new information. Relevant writing genres for these functions were selected, including dialogues, object descriptions, narratives, process descriptions, and abstracts and bibliographies. Specialist, non-specialist, and high-frequency vocabulary and problematic grammatical constructions in computer science were also identified. Instructional activities were constructed using this information. (MSE)

Published
1996

6. Designing a Curriculum for Computer Students in the Community College.

Author

Princeton Univ., NJ. Mid-Career Fellowship Program. and Kolatis, Maria

Abstract

An overview is provided of the institutional and technological factors to be considered in designing or updating a computer science curriculum at the community college level. After underscoring the importance of the computer in today's society, the paper identifies and discusses the following considerations in curriculum design: (1) the mission of the college to fulfill both career preparation and transfer functions; (2) the influence exerted by the Association for Computing Machinery (ACM), which has published guidelines for computer science, information systems, vocational-technical, and health computing curricula; (3) the needs of the business/industrial community; (4) the needs and interests of students; and (5) state mandates. In light of these considerations, several conclusions about curriculum design are presented. First, programs should be designed to be viable for several years, given a two-year lag time for program development and rapid changes in technology. Second, no one curriculum will satisfy the needs of all students and the community. Third, the associate of science degree program in computer science cannot differ radically from the first two years of four-year college programs. And fourth, strong mathematics and science backgrounds are advantageous for computer science majors. A sample curriculum, based on ACM guidelines, and sample course descriptions are provided. (EJV)

Published
1988

7. Student Outcomes Assessment Methodology for ABET Accreditation: A Case Study of Computer Science and Computer Information Systems Programs

Author

Sardar Zafar Iqbal, Mohammed A. Alqahtani, Yasser A. Bamarouf, Saqib Saeed, Nasro Min-Allah, and Aamir Shafi

Subjects
General Computer Science, Process (engineering), Computer science, assessment, media_common.quotation_subject, 02 engineering and technology, Formative assessment, ComputingMilieux_COMPUTERSANDEDUCATION, 0202 electrical engineering, electronic engineering, information engineering, Information system, General Materials Science, Quality (business), educational strategies, Accreditation, media_common, Medical education, evaluation, ComputingMilieux_THECOMPUTINGPROFESSION, 020208 electrical & electronic engineering, 05 social sciences, General Engineering, attainment, 050301 education, Cornerstone, Student outcomes, Summative assessment, Mandate, lcsh:Electrical engineering. Electronics. Nuclear engineering, lcsh:TK1-9971, 0503 education
Abstract

Acquiring academic accreditation for degree programs is a top priority for universities across the world. This is understandable because accreditation not only leads to better content and delivery of these programs but also allows these institutes to acquire good quality students and faculty members. One respectable body that has the mandate to accredit computing programs is the Accreditation Board for Engineering and Technology (ABET). In this paper, we provide the details of our assessment and evaluation strategies for ABET-defined student outcomes (SOs) of computer science and computer information systems programs. The assessment is mainly carried out through a range of direct and indirect assessment methods, including summative data analysis, formative data analysis, exit exam, faculty survey, and alumni survey. Then, data gathered from these sources is aggregated and analyzed to quantify the attainment of SOs. This also forms the basis of the continuous improvement process activities that are the cornerstone of any accreditation-related activity. While presenting this, this paper provides details on the challenges that were faced during the process. The most important contribution includes strategies that were adopted to tackle these issues. A unique aspect of our institute is the academic environment that consists of segregated male and female students and faculty members in order to respect the cultural norms of the society. Another contribution of this paper is that it acts as a guide for institutes and their management that plan to embark upon the journey of accrediting their computing programs.

Published
2019

8. The Women's Bachelor Programme 'Computer Science and Business Administration' and its Consistent Orientation to Practical Training

Author

Jörn Freiheit, Juliane Siegeris, and Dagmar Krefting

Subjects
women-only, Engineering, Computer science, business.industry, media_common.quotation_subject, Business administration, 05 social sciences, computer science, 050109 social psychology, Bachelor, practical experience, Internship, ComputingMilieux_COMPUTERSANDEDUCATION, 0501 psychology and cognitive sciences, General Materials Science, business, industrial projects, educational strategies, media_common
Abstract

This paper describes the teaching and learning experiences made at the women's Bachelor degree programme ‘Computer science and business administration’. It focuses on the consistent orientation towards practical experiences. Different courses are described showing the strong emphasis on practical training. One special course is described in more detail: ‘Industrial project’, which is held in both semesters, third and fifth, and where teams of students perform real projects for private clients from industry. It is shown that the entire programme is geared to offer practical experiences as much as possible to the students. After two semesters of teaching foundations of computer science, the students carry out the first industrial project supported jointly with advanced students from the fifth semester. At the fourth semester the students complete their 4-5 months internship, the fifth semester students attend the industrial project again and in the sixth semester the students write their Bachelor thesis, usually at an industrial partner's site. The women-only Bachelor degree programme has started in 2009 and has been developed to a success story since then. Almost all graduates have found a job immediately after the studies, or have continued a subsequent Master programme.

Published
2016
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