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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: © 2022 |Pages: 24
ISBN13: 9781668424117|ISBN10: 1668424118|EISBN13: 9781668424124
DOI: 10.4018/978-1-6684-2411-7.ch017
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MLA

Rojas-López, Arturo, and Francisco José García-Peñalvo. "Personalized Education for a Programming Course in Higher Education." Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, IGI Global, 2022, pp. 344-367. https://doi.org/10.4018/978-1-6684-2411-7.ch017

APA

Rojas-López, A. & García-Peñalvo, F. J. (2022). Personalized Education for a Programming Course in Higher Education. In I. Management Association (Ed.), Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 344-367). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch017

Chicago

Rojas-López, Arturo, and Francisco José García-Peñalvo. "Personalized Education for a Programming Course in Higher Education." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, edited by Information Resources Management Association, 344-367. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2411-7.ch017

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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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