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Personalized Education for a Programming Course in Higher Education

Personalized Education for a Programming Course in Higher Education

Arturo Rojas-López, Francisco José García-Peñalvo
Copyright: © 2019 |Pages: 25
ISBN13: 9781522581420|ISBN10: 1522581421|ISBN13 Softcover: 9781522597292|EISBN13: 9781522581437
DOI: 10.4018/978-1-5225-8142-0.ch010
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MLA

Rojas-López, Arturo, and Francisco José García-Peñalvo. "Personalized Education for a Programming Course in Higher Education." Innovative Trends in Flipped Teaching and Adaptive Learning, edited by María Luisa Sein-Echaluce, et al., IGI Global, 2019, pp. 203-227. https://doi.org/10.4018/978-1-5225-8142-0.ch010

APA

Rojas-López, A. & García-Peñalvo, F. J. (2019). Personalized Education for a Programming Course in Higher Education. In M. Sein-Echaluce, Á. Fidalgo-Blanco, & F. García-Peñalvo (Eds.), Innovative Trends in Flipped Teaching and Adaptive Learning (pp. 203-227). IGI Global. https://doi.org/10.4018/978-1-5225-8142-0.ch010

Chicago

Rojas-López, Arturo, and Francisco José García-Peñalvo. "Personalized Education for a Programming Course in Higher Education." In Innovative Trends in Flipped Teaching and Adaptive Learning, edited by María Luisa Sein-Echaluce, Ángel Fidalgo-Blanco, and Francisco José García-Peñalvo, 203-227. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8142-0.ch010

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Abstract

The purpose of this chapter is to present the intervention in personalized education for the Programming Methodology course in higher education. Indicators such as dropout rate, failing rate, and poor academic performance of the students of Universidad Tecnológica de Puebla (UTP) are necessary to propose strategies that improve education quality. Therefore, during the four-month periods of September – December in 2016 and 2017, the authors performed interventions with the strategy of personalized education with the objective to improve the indicators mentioned above. The four strategy elements are 1) content, 2) work methods, 3) pace and times, and 4) assessments options. The study that is presented in this chapter is original because it avoids a unique starting point for all students. The study attempts to go over what the students have in common; this is why the authors were able to stimulate each student to be in charge of their own knowledge freely and responsibly.

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