Project Based Learning with Peer Assessment in an Introductory Programming Course

Ver registo simples
dc.contributor.authorSobral, Sónia Rolland
dc.date.accessioned2021-06-14T16:06:34Z
dc.date.available2021-06-14T16:06:34Z
dc.date.issued2021
dc.description.abstractIntroductory programming course traditionally have higher rates of failures and dropouts. Teachers and researchers have to develop strategies to combat this problem. This article reports an experience on the first semester of a degree in computer science and the use of Project Based Learning for two projects with groups of three students. With this methodology, independence and self-study are created in the students, accompanying the subjects taught in classes with works related to real life. Since peer assessment is used in part of the classification of each project, the distribution of students by the groups was made by the teacher, who used as criteria for ordering said groups attendance in class for the first project and grade in the first test for the second project. The first project was submitted and presented by 95% of the students and the second project was only completed by 44% of the students who mostly correspond to the best grades on the first test. 93% of the students who passed the course presented both projects. Most of the students who submitted the papers found this to be an excellent strategy. It is concluded that the project is a way to improve and develop the skills of motivated students but that others have a lot of difficulty or even reluctance to follow.pt_PT
dc.identifier.citationSobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 2021, pp. 337-341. doi: 10.18178/ijiet.2021.11.7.1532. Disponível no Repositório UPT, http://hdl.handle.net/11328/3531pt_PT
dc.identifier.doi10.18178/ijiet.2021.11.7.1532pt_PT
dc.identifier.issn1550-1876 (Print)
dc.identifier.issn1550-1337 (Electronic)
dc.identifier.urihttp://hdl.handle.net/11328/3531
dc.language.isoengpt_PT
dc.relation.ispartofseries;7
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectProject based learningpt_PT
dc.subjectIntroduction to programmingpt_PT
dc.subjectMotivationpt_PT
dc.subjectActive learning methodologiespt_PT
dc.subjectPeer assessmentpt_PT
dc.titleProject Based Learning with Peer Assessment in an Introductory Programming Coursept_PT
dc.typejournal articlept_PT
degois.publication.firstPage337pt_PT
degois.publication.lastPage341pt_PT
degois.publication.titleInternational Journal of Information and Communication Technology Educationpt_PT
degois.publication.volume11pt_PT
dspace.entity.typePublicationen
person.affiliation.nameREMIT – Research on Economics, Management and Information Technologies
person.familyNameSobral
person.givenNameSónia Rolland
person.identifier.ciencia-idED15-C9EC-5996
person.identifier.orcid0000-0002-5041-3597
person.identifier.ridG-2227-2014
person.identifier.scopus-author-id37091626900
relation.isAuthorOfPublication2eea0284-22be-4cb8-8a14-192e56671b77
relation.isAuthorOfPublication.latestForDiscovery2eea0284-22be-4cb8-8a14-192e56671b77

Ficheiros

Principais
A mostrar 1 - 1 de 1
Miniatura
Nome:
IJIET2021f.pdf
Tamanho:
736.56 KB
Formato:
Adobe Portable Document Format
Ver/Abrir

Coleções

REMIT - Artigos em Revistas Internacionais / Papers in International Journals