Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Learning Computer Science: Dimensions of Variation Within What Chinese Students Learn

Learning Computer Science: Dimensions of Variation Within What Chinese Students Learn Learning Computer Science: Dimensions of Variation Within What Chinese Students Learn NEENA THOTA, Uppsala University; University of Saint Joseph ANDERS BERGLUND, Uppsala University We know from research that there is an intimate relationship between student learning and the context of learning. What is not known or understood well enough is the relationship of the students' background and previous studies to the understanding and learning of the subject area--here, computer science (CS). To show the contextual influences on learning CS, we present empirical data from a qualitative investigation of the experiences of Chinese students studying for a master degree at Sweden's Uppsala University. Data were collected of the students' understanding and learning of CS, their experience of the teaching and their own studies, and of their personal development in Sweden. Using an analysis framework grounded in phenomenography, we analytically separated the what and how aspects of learning. In this article, we describe the what, or the content of the students' learning, and identify dimensions of variation in the experiences of students. These dimensions relate to the foci of the CS programs, the learning outcomes, and the impact of the studies. The findings from the analyses indicate pedagogical and pragmatic http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Learning Computer Science: Dimensions of Variation Within What Chinese Students Learn

Download PDF
27 pages

Loading next page...
 
/lp/association-for-computing-machinery/learning-computer-science-dimensions-of-variation-within-what-chinese-S0WrhXU0Dt

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Association for Computing Machinery
Copyright
Copyright © 2016 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2853199
Publisher site
See Article on Publisher Site

Abstract

Learning Computer Science: Dimensions of Variation Within What Chinese Students Learn NEENA THOTA, Uppsala University; University of Saint Joseph ANDERS BERGLUND, Uppsala University We know from research that there is an intimate relationship between student learning and the context of learning. What is not known or understood well enough is the relationship of the students' background and previous studies to the understanding and learning of the subject area--here, computer science (CS). To show the contextual influences on learning CS, we present empirical data from a qualitative investigation of the experiences of Chinese students studying for a master degree at Sweden's Uppsala University. Data were collected of the students' understanding and learning of CS, their experience of the teaching and their own studies, and of their personal development in Sweden. Using an analysis framework grounded in phenomenography, we analytically separated the what and how aspects of learning. In this article, we describe the what, or the content of the students' learning, and identify dimensions of variation in the experiences of students. These dimensions relate to the foci of the CS programs, the learning outcomes, and the impact of the studies. The findings from the analyses indicate pedagogical and pragmatic

Journal

ACM Transactions on Computing Education (TOCE) – Association for Computing Machinery

Published: May 20, 2016

There are no references for this article.