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When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory Computer Science Online

When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory... When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory Computer Science Online KLARA BENDA, AMY BRUCKMAN, and MARK GUZDIAL, Georgia Institute of Technology We present the results of an interview study investigating student experiences in two online introductory computer science courses. Our theoretical approach is situated at the intersection of two research traditions: distance and adult education research, which tends to be sociologically oriented, and computer science education research, which has strong connections with pedagogy and psychology. The article reviews contributions from both traditions on student failure in the context of higher education, distance and online education as well as introductory computer science. Our research relies on a combination of the two perspectives, which provides useful results for the field of computer science education in general, as well as its online or distance versions. The interviewed students exhibited great diversity in both socio-demographic and educational background. We identified no profiles that predicted student success or failure. At the same time, we found that expectations about programming resulted in challenges of time-management and communication. The time requirements of programming assignments were unpredictable, often disproportionate to expectations, and clashed with the external commitments of adult http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory Computer Science Online

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2012 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2382564.2382567
Publisher site
See Article on Publisher Site

Abstract

When Life and Learning Do Not Fit: Challenges of Workload and Communication in Introductory Computer Science Online KLARA BENDA, AMY BRUCKMAN, and MARK GUZDIAL, Georgia Institute of Technology We present the results of an interview study investigating student experiences in two online introductory computer science courses. Our theoretical approach is situated at the intersection of two research traditions: distance and adult education research, which tends to be sociologically oriented, and computer science education research, which has strong connections with pedagogy and psychology. The article reviews contributions from both traditions on student failure in the context of higher education, distance and online education as well as introductory computer science. Our research relies on a combination of the two perspectives, which provides useful results for the field of computer science education in general, as well as its online or distance versions. The interviewed students exhibited great diversity in both socio-demographic and educational background. We identified no profiles that predicted student success or failure. At the same time, we found that expectations about programming resulted in challenges of time-management and communication. The time requirements of programming assignments were unpredictable, often disproportionate to expectations, and clashed with the external commitments of adult

Journal

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

Published: Nov 1, 2012

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