Tutors' Experiences in Using Explicit Strategies in a Problem-Based Learning Introductory Programming Course

ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE), pp. 157–163

Abstract

In programming education, explicit strategies are gaining traction. The reason for this study was to improve an introductory programming course based on a problem-based methodology, by using more explicit programming strategies. After analysing a previous run of this course for first year undergraduate students, we concluded that such strategies could improve learning transfer for students across the different weeks of the semester. We introduced four instructional strategies to tutors with close to no pedagogical background: explicit tracing, subgoal labeled worked examples, Parsons problems and explicit problem solving. These explicit programming strategies aim to decrease cognitive load. Tutors tested these four strategies in the course.

Authors 3

1. Olivier Goletti

   UCLouvain

   Affiliation as printed

   UCLouvain, Louvain-la-neuve, Belgium

2. Kim Mens

   UCLouvain

   Affiliation as printed

   UCLouvain, Louvain-la-neuve, Belgium

3. Felienne Hermans Aachen

   Leiden University

   Affiliation as printed

   Leiden University, Leiden, Netherlands