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| Content Provider | ACM Digital Library |
|---|---|
| Author | Kurhila, Jaakko Vihavainen, Arto |
| Abstract | We see programming in higher education as a craft that benefits from a direct contact, support and feedback from people who already master it. We have used a method called Extreme Apprenticeship (XA) to support our CS1 education. XA is based on a set of values that emphasize actual programming along with current best practices, coupled tightly with continuous feedback between the advisor and the student. As such, XA means one-on-one advising which requires resources. However, we have not used abundant resources even when scaling up the XA model. Our experiments show that even in relatively large courses (n = 192 and 147), intensive personal advising in CS1 does not necessarily lead to more expensive course organization, even though the number of advisor-evaluated student exercises in a course grew from 252 to 17420. A thorough comparison of learning results and organizational costs between our traditional lecture/exercise-based course model and XA-based course model is presented. |
| Starting Page | 3 |
| Ending Page | 8 |
| Page Count | 6 |
| File Format | |
| ISBN | 9781450310178 |
| DOI | 10.1145/2047594.2047596 |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 2011-10-20 |
| Publisher Place | New York |
| Access Restriction | Subscribed |
| Subject Keyword | Programming education Course cost Instructional design Resource allocation Individual education Continuous feedback |
| Content Type | Text |
| Resource Type | Article |
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