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Examining student reflections from a constructively aligned introductory programming unit

conference contribution
posted on 2013-01-01, 00:00 authored by Andrew CainAndrew Cain, C J Woodward
Constructive alignment has been widely accepted as a strong pedagogical approach that promotes deep learning, however its application to programming units in higher education has not been widely reported. A constructively aligned introductory programming unit with portfolio assessment provides an opportunity for students to reflect on their learning. These re ections provide a rich source of information for educators looking to identify topical and pedagogical issues influencing student outcomes. In this work we applied thematic analysis to the re ective reports presented by students as part of their portfolio submission for an introductory programming unit. The analysis indicates several interesting aspects related to both topical and pedagogical issues. These results can be used to inform the development of constructively aligned programming units, and inform future research.

History

Event

Australian Computer Society. Conference (15th : 2013 : Adelaide, S. Aust.)

Volume

136

Series

Australian Computer Society Conference

Pagination

127 - 136

Publisher

Australian Computer Society

Location

Adelaide, S. Aust.

Place of publication

Darlinghurst, N.S.W.

Start date

2013-01-29

End date

2013-02-01

ISSN

1445-1336

ISBN-13

9781921770210

Language

eng

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2013, Australian Computer Society, Inc.

Editor/Contributor(s)

A Carbone, J Whalley

Title of proceedings

ACE '13 : Proceedings of the Fifteenth Australasian Computing Education Conference

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