A comprehensive learning environment that permits the individual student to move through a progression of steps to competency at his or her own pace. The written word, rather than a lecture, is emphasized as the medium to transmit information to students. A student proctor “expert” verifies, within the context of an interpersonal interaction, a learning student’s satisfactory completion of a step or recommends that studying continue until mastery of a step is demonstrated.
Published in Chapter:
Behavior Analysis and ICT Education: Teaching Java with Programmed Instruction and Interteaching
Henry H. Emurian (Univeristy of Maryland – Baltimore County, USA)
Copyright: © 2008
|Pages: 9
DOI: 10.4018/978-1-59904-881-9.ch011
Abstract
Acquiring skill in computer programming is acknowledged to be valuable for information science students (Forgionne, 1991). Educators in the discipline, however, recognize that students may sometimes select management information systems (MIS) and related academic majors to avoid the programming demands of a computer science curriculum (Gill & Holton, 2006). Although object-oriented software methodologies are included in undergraduate curriculum recommendations for information systems programs (e.g., IS 2002, presented in Gorgone et al., 2002) and information technology programs (e.g., IT 2005, presented in SIGITE, 2005), the complexity and instability of object-oriented languages such as Java1 pose additional burdens on both students and educators alike (Roberts, 2004). Moreover, the diversity challenges of a typical freshman class in computer programming are highlighted by Koen (2005): “Freshman are very diverse with respect to their entering computer skills—some are state computer champions, while others have never touched a computer before” (p. 599). Realizing these challenges and given a course in Java that is intended to be taken by information systems majors, what instructional approach should the teacher adopt to maximize student learning?