A framework for the effective learning of high concept - low feedback programming curriculum

This thesis examines the development of a framework for the effective learning of high concept - low feedback elements of the introductory programming curriculum by employing scaffolding and reflective strategies. Some elements of the programming development process, such as program design, have a high level of conceptual difficulty due to their abstract nature. During the programming process, rich feedback for low-level issues such as syntax can be obtained from the integrated development environment, however, for program design, feedback opportunities are generally absent. The combination of high conceptual difficulty and low levels of feedback often results in increased difficulty for novice programmers. With less time spent on campus, learners are becoming increasingly independent, complicating matters by further reducing feedback opportunities. As a consequence, the study of introductory programming proves to be one of the most challenging aspects of IT undergraduate degrees, with fail rates often very high. Therefore this research examines the nexus of high concept - low feedback and offers an alternate approach to the teaching and learning of program design, specifically objectoriented design. Several educational pedagogies were considered to resolve these issues, in particular literature on scaffolding and reflective practice form the theoretical basis for a proposed solution. A computer-based application was developed to guide students through a step-by-step approach to program design. The application included scaffolded support to allow students to draw on alternate contextualised support strategies in the earlier stages of learning. It also integrated reflective processes to help facilitate self-evaluation in the absence of process or teacher provided feedback. The research adopted a systems development methodology and three study phases were conducted. The first phase verified, through survey of introductory programming students, the exact nature of the problems and difficult aspects of the curriculum. The second phase, considering this insight, integrated reflective and scaffolded techniques into the design of a new paper-based approach to teaching key introductory programming curriculum, specifically object-oriented design. This was implemented as a teaching method and exercise. The final phase incorporated lessons learned through participant use and survey data, and undertakes a final implementation of the teaching approach in the form of a computer-based application, strengthening the reflective and scaffolded elements. Evaluation ofthe final application involved student use in a classroom setting. Surveys were used to capture student perceptions of success in conjunction with test and examination results in the final phase. Results suggest that a scaffolded technique with numerous opportunities for reflection can facilitate a better understanding of object-oriented concepts and design. Participants indicated a distinct improvement in their perceived understanding and ability to implement object-oriented design concepts. Test and exam results, while not as conclusive, also suggested that the approach facilitates a deeper understanding of the design process, with a better performance on design questions by experimental participants as opposed to students in the control group. The outcomes of the research may provide significant benefit not only to novice programming students, but also students studying other disciplines where the issue of high-level concepts combined with low levels of feedback exist.