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Web-Based Education for All: A Tool for Development Adaptive Courseware.

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Introductory programming: a systematic literature review

An Open Learner Model makes a machines’ representation of the learner available as an important means of support for learning. This means that a suitable interface is created for use by learners, and in some cases for others who aid their learning, including peers, parents and teachers. The chapter describes the range of purposes that Open Learner Models can serve, illustrating these with diverse examples of the ways that they have been made available in several research systems. We then discuss the closely related issues of openness and learner control and the ways that have been explored to support learning by making the learner model available to people other than the learner. This chapter provides a foundation for understanding the range of ways that Open Learner Models have already been used to support learning as well as directions yet to be explored.

Open Learner Models

Review: The contribution of learner characteristics in the development of computer-based adaptive learning environments

Social media for knowledge-sharing: A systematic literature review

This paper introduces two independent open learner models (learner models that are accessible to user viewing), which are deployed alongside university courses to facilitate self-assessment skills, planning and independent learning. OLMlets is used in specific courses, while UK-SpecIAL, a modular extension to OLMlets, draws on the OLMlets learner models to display progress towards achieving learning outcomes applicable across courses. User logs demonstrate usage of each system, and questionnaire responses provide insight into the reasons for user trust in the environments.

Use and Trust of Simple Independent Open Learner Models to Support Learning within and across Courses

The popularity of computer science education triggered a dramatic rise in the number of tertiary institutions offering computer science courses. Nevertheless, many employers complain that graduates do not have the required skills. Lately, the higher education sector has faced a continuous decrease in the number of students choosing to study computer science courses, and some of the reasons for this rejection are related to the difficulties in mastering computer science skills. As core subjects in a computer science major, programming language subjects play an important role in successful tertiary computer science education. The embedding of gamification in programming courses has been identified as a potential technique that could maximize student participation and have a positive impact on learning. This research aims to provide an overview of how the embedding of gamification in online collaborative learning can enhance participation among novice programming students. The main findings from this review include the identification of the important participation elements for programming students in the online collaborative learning environment, a list of game elements embedded in online collaborative learning to facilitate participation among programming students, and suggestions regarding suitable gamification approaches for programming courses.

Gamification in online collaborative learning for programming courses: A literature review

This paper introduces t-OLM, an open learner model to investigate user trust in a range of learner model externalisations. It was found that, while sufficient levels of use were made to suggest user trust in an externalised learner model, the relationship between trust and perceived utility, perceived accuracy, and level of understanding of the model representations, is not straightforward.

Learner Trust in Learner Model Externalisations

Universities require basic changes in knowledge and communication-based society in order to achieve higher order learning experience and to satisfy expectations of new generation of students. This study aims to understand the likelihood of the cloud-based collaborative learning technology adoption within educational environments. Reviewing cloud computing research, technology characteristic construct was divided into collaboration, mobility, and personalization. Based on the Task-Technology Fit TTF model, this study tested a theoretical model encompassing seven variables: collaboration, mobility, personalization, task non-routineness, task interdependence, task-technology fit, user adoption. Purposive sampling was used and data were collected from 86 undergraduate and postgraduate students who had experiences in using cloud-based applications for collaborative activities. The results indicated that task non-routineness, collaboration, mobility, and personalization have positive significant effects on TTF. However, distinct from past studies, task interdependence positively influences TTF. In addition, results indicated that the significant effect of TTF on users' intention to adopt cloud-based collaborative learning technologies was considerable.

Norasnita Ahmad

Papers

Social media for knowledge-sharing: A systematic literature review

Use and Trust of Simple Independent Open Learner Models to Support Learning within and across Courses

Gamification in online collaborative learning for programming courses: A literature review

Learner Trust in Learner Model Externalisations

Task-Technology Fit Assessment of Cloud-Based Collaborative Learning Technologies