Name
Abstract | ||
|---|---|---|
In the quest to find instructional approaches that benefit student learning, engagement, and retention, evidence suggests providing students with hands-on practice is a worthwhile use of class time. This paper presents results from an exploratory study of two different instructional approaches that were encountered in a study of experienced human tutors working with novice computing students engaged in a programming exercise. No difference in average learning gains was found between a moderate approach, in which students were given control of problem solving nearly half the time, and a proactive approach in which the tutor took initiative nearly three-fourths of the time. Implications of this finding for fine-grained instructional strategy, as well as for broader classroom management decisions, are discussed. This paper also makes the case for the value of one-on-one tutoring studies as an exploratory research methodology for the comparative evaluation of computer science teaching strategies. |
Year | DOI | Venue |
|---|---|---|
2009 | 10.1145/1508865.1508873 | Proceedings of the 46th ACM Technical Symposium on Computer Science Education |
Keywords | Field | DocType |
student engagement,research methodology,active learning,exploratory study,computer science education | TUTOR,Active learning,Computer science,Knowledge management,Classroom management,Exploratory research,Multimedia,Student learning | Conference |
Volume | Issue | ISSN |
41 | 1 | 0097-8418 |
Citations | PageRank | References |
4 | 0.42 | 5 |
Authors | ||
5 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Kristy Elizabeth Boyer | 1 | 540 | 64.01 |
| Robert Phillips | 2 | 168 | 13.02 |
| Michael D. Wallis | 3 | 129 | 9.12 |
| Mladen A. Vouk | 4 | 452 | 49.92 |
| James C. Lester | 5 | 2398 | 282.35 |