Examining student reflections from a constructively aligned introductory programming unit

Andrew Cain; Clinton J. Woodward

Examining student reflections from a constructively aligned introductory programming unit

Andrew Cain, Clinton J. Woodward

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

Constructive alignment has been widely accepted as a strong pedagogical approach that promotes deep learning, however its application to programming units in higher education has not been widely reported. A constructively aligned introductory programming unit with portfolio assessment provides an opportunity for students to reflect on their learning. These re ections provide a rich source of information for educators looking to identify topical and pedagogical issues influencing student outcomes. In this work we applied thematic analysis to the re ective reports presented by students as part of their portfolio submission for an introductory programming unit. The analysis indicates several interesting aspects related to both topical and pedagogical issues. These results can be used to inform the development of constructively aligned programming units, and inform future research.

Original language	English
Title of host publication	Computing Education 2013 - Proceedings of the 15th Australasian Computing Education Conference, ACE 2013
Editors	Jacqueline Whalley, Angela Carbone
Publisher	Australian Computer Society Inc
Pages	127-136
Number of pages	10
ISBN (Electronic)	9781921770210
Publication status	Published - 2013
Externally published	Yes
Event	Australasian Computing Education Conference 2013 - Adelaide, Australia Duration: 29 Jan 2013 → 1 Feb 2013 Conference number: 15th https://dl.acm.org/doi/proceedings/10.5555/2667199 (Proceedings)

Publication series

Name	Conferences in Research and Practice in Information Technology Series
Volume	136
ISSN (Print)	1445-1336

Conference

Conference	Australasian Computing Education Conference 2013
Abbreviated title	ACE 2013
Country/Territory	Australia
City	Adelaide
Period	29/01/13 → 1/02/13
Internet address	https://dl.acm.org/doi/proceedings/10.5555/2667199 (Proceedings)

Keywords

Constructive alignment
Introductory programming
Portfolio assessment
Programming issues
Reflection
Thematic analysis

Cite this

Cain, A., & Woodward, C. J. (2013). Examining student reflections from a constructively aligned introductory programming unit. In J. Whalley, & A. Carbone (Eds.), Computing Education 2013 - Proceedings of the 15th Australasian Computing Education Conference, ACE 2013 (pp. 127-136). (Conferences in Research and Practice in Information Technology Series; Vol. 136). Australian Computer Society Inc.

Cain, Andrew ; Woodward, Clinton J. / Examining student reflections from a constructively aligned introductory programming unit. Computing Education 2013 - Proceedings of the 15th Australasian Computing Education Conference, ACE 2013. editor / Jacqueline Whalley ; Angela Carbone. Australian Computer Society Inc, 2013. pp. 127-136 (Conferences in Research and Practice in Information Technology Series).

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abstract = "Constructive alignment has been widely accepted as a strong pedagogical approach that promotes deep learning, however its application to programming units in higher education has not been widely reported. A constructively aligned introductory programming unit with portfolio assessment provides an opportunity for students to reflect on their learning. These re ections provide a rich source of information for educators looking to identify topical and pedagogical issues influencing student outcomes. In this work we applied thematic analysis to the re ective reports presented by students as part of their portfolio submission for an introductory programming unit. The analysis indicates several interesting aspects related to both topical and pedagogical issues. These results can be used to inform the development of constructively aligned programming units, and inform future research.",

keywords = "Constructive alignment, Introductory programming, Portfolio assessment, Programming issues, Reflection, Thematic analysis",

author = "Andrew Cain and Woodward, \{Clinton J.\}",

note = "Publisher Copyright: {\textcopyright} 2013, Australian Computer Society, Inc.; Australasian Computing Education Conference 2013, ACE 2013 ; Conference date: 29-01-2013 Through 01-02-2013",

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language = "English",

series = "Conferences in Research and Practice in Information Technology Series",

publisher = "Australian Computer Society Inc",

pages = "127--136",

editor = "Jacqueline Whalley and Angela Carbone",

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Cain, A & Woodward, CJ 2013, Examining student reflections from a constructively aligned introductory programming unit. in J Whalley & A Carbone (eds), Computing Education 2013 - Proceedings of the 15th Australasian Computing Education Conference, ACE 2013. Conferences in Research and Practice in Information Technology Series, vol. 136, Australian Computer Society Inc, pp. 127-136, Australasian Computing Education Conference 2013, Adelaide, South Australia, Australia, 29/01/13.

Examining student reflections from a constructively aligned introductory programming unit. / Cain, Andrew; Woodward, Clinton J.
Computing Education 2013 - Proceedings of the 15th Australasian Computing Education Conference, ACE 2013. ed. / Jacqueline Whalley; Angela Carbone. Australian Computer Society Inc, 2013. p. 127-136 (Conferences in Research and Practice in Information Technology Series; Vol. 136).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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Cain A, Woodward CJ. Examining student reflections from a constructively aligned introductory programming unit. In Whalley J, Carbone A, editors, Computing Education 2013 - Proceedings of the 15th Australasian Computing Education Conference, ACE 2013. Australian Computer Society Inc. 2013. p. 127-136. (Conferences in Research and Practice in Information Technology Series).

Examining student reflections from a constructively aligned introductory programming unit

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Publication series

Conference

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Cite this