Studying the learning of programming using grounded theory to support activity theory

dc.creator	Graham Alsop
dc.creator	Maryam Kheir Abadi
dc.date	2011-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:42Z
dc.date.available	2015-07-20T22:07:42Z
dc.identifier	10.3402/rlt.v19i3.7801
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/f34ffed340334d7fbfc478234de09fad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11410
dc.description	Teaching programming to first year undergraduates in large numbers is challenging. Currently, online supported learning is becoming more dominant, even on face-to-face courses, and this trend will increase in the future. This paper uses activity theory (AT) to analyse the use of tools to support learning. Data collection took place during 2008-2010 at Kingston University and involves over one hundred responses. This has been analysed into activity systems offering a detailed analysis of the use of a number of tools being used (in AT these include physical tools, such as technologies including books, and non-physical tools, such as conversation). When teaching programming to large numbers of students it is difficult to offer one-to-one attention and the reliance on such tools becomes more important. For example, in student responses a good integrated development environment (IDE) is shown to make learning easier and more enjoyable, whereas a bad IDE makes the learning experience poor. Teaching materials, and access to these, were often mentioned positively. These included online communication, discussion boards and video lectures. Using AT offers sufficiently rich detail to identify key interventions and aids the redesign of the learning process. For example, the choice of an IDE for a specific language can have a larger impact than is initially apparent. This paper will report on the data collected to show where simple improvements to the use of tools may have a large impact on students' abilities to learn programming.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/7801
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 19, Iss Supplement 1 (2011)
dc.subject	learning programming
dc.subject	activity theory
dc.subject	grounded theory
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Studying the learning of programming using grounded theory to support activity theory
dc.type	article