In this study, we aim to propose a useful course design framework for undergraduate programming languages in hybrid learning environments. Hybrid learning environments are a means of delivering instructional content in that online educational materials and opportunities for interaction were combined with traditional classroom methods. We followed the Kemp Instructional Design Model to design the course. First, we defined the instructional problems. Second, we worked on the learning styles and needs of both students and teachers by utilizing questionnaires. We also analysed the existing course plans from five European countries. According to the course plan analysis, we have identified weekly topics, learning objectives, and related pedagogical approaches. Third, based on the data from the questionnaires and the course plan analysis, we made content analysis to determine the instructional objectives. Then, we sequenced the content, determined the instructional strategies, and designed the messages, by utilizing the content analysis. As a result of these steps, we developed a Course Plan Template. The template has features especially in terms of instructional strategy issues which are closely related to student-based learning approach such as feedback, gamification, and flipping the classroom. It is expected to be an effective course design for undergraduate programming languages in hybrid learning environments.

Uvet H., Ugras T., Quaicoe J.S., Ogunyemi A.A., Bauters M., Jecheva V., et al. (2023). Online/Hybrid Course Design for Programming Languages in Engineering Education. In Giovanni Fulantelli, Daniel Burgos, Gabriella Casalino, Marta Cimitile, Giosuè Lo Bosco, Davide Taibi. (a cura di), Higher Education Learning Methodologies and Technologies Online (pp. 433-445) [10.1007/978-3-031-29800-4_33].

Online/Hybrid Course Design for Programming Languages in Engineering Education

Persano Adorno D.
;
Peri D.;
2023-05-01

Abstract

In this study, we aim to propose a useful course design framework for undergraduate programming languages in hybrid learning environments. Hybrid learning environments are a means of delivering instructional content in that online educational materials and opportunities for interaction were combined with traditional classroom methods. We followed the Kemp Instructional Design Model to design the course. First, we defined the instructional problems. Second, we worked on the learning styles and needs of both students and teachers by utilizing questionnaires. We also analysed the existing course plans from five European countries. According to the course plan analysis, we have identified weekly topics, learning objectives, and related pedagogical approaches. Third, based on the data from the questionnaires and the course plan analysis, we made content analysis to determine the instructional objectives. Then, we sequenced the content, determined the instructional strategies, and designed the messages, by utilizing the content analysis. As a result of these steps, we developed a Course Plan Template. The template has features especially in terms of instructional strategy issues which are closely related to student-based learning approach such as feedback, gamification, and flipping the classroom. It is expected to be an effective course design for undergraduate programming languages in hybrid learning environments.
mag-2023
Settore FIS/07 - Fisica Applicata(Beni Culturali, Ambientali, Biol.e Medicin)
Settore FIS/08 - Didattica E Storia Della Fisica
Settore ING-INF/05 - Sistemi Di Elaborazione Delle Informazioni
978-3-031-29799-1
978-3-031-29800-4
Uvet H., Ugras T., Quaicoe J.S., Ogunyemi A.A., Bauters M., Jecheva V., et al. (2023). Online/Hybrid Course Design for Programming Languages in Engineering Education. In Giovanni Fulantelli, Daniel Burgos, Gabriella Casalino, Marta Cimitile, Giosuè Lo Bosco, Davide Taibi. (a cura di), Higher Education Learning Methodologies and Technologies Online (pp. 433-445) [10.1007/978-3-031-29800-4_33].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/606755
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