A Cooperative Lecture Style and Student Learning in an Introductory Computer Programming Course
Abstract
This study examines the impact that a cooperative lecture technique and demographic factors have on student learning in a computer programming class, a college course that students have no or very limited intrinsic knowledge about and found that a cooperative lecture style did not improve learning performance and might deter students from positive learning experiences. This may be due to the time constraints that students faced when doing group work or from the compound confusion when students with limited subject knowledge worked towards an unknown goal. The results also suggested that students' class attendance provided the predictability of performance, while their academic experience negatively influenced group effectiveness.
Recommended Citation
Lea, B., & Brown, C. (2009). A Cooperative Lecture Style and Student Learning in an Introductory Computer Programming Course. International Journal of Innovation and Learning, 6(2), pp. 192-216. Inderscience.
The definitive version is available at https://doi.org/10.1504/IJIL.2009.022813
Department(s)
Business and Information Technology
Keywords and Phrases
Academic performance; Computer; Learning; Student; Classroom teams; Computer programming instruction; Cooperative learning; Learning outcome
International Standard Serial Number (ISSN)
1471-8197; 1741-8089
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2009 Inderscience, All rights reserved.
Publication Date
01 Jan 2009
