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Improving Classroom Discussions of Programming Assignments via Language Choice

Aparanji, Ullas and Kumar, Viraj (2016) Improving Classroom Discussions of Programming Assignments via Language Choice. In: IEEE 8th International Conference on Technology for Education (T4E), DEC 02-04, 2016, Indian Inst Technol Bombay, Mumbai, INDIA, pp. 42-45.

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Official URL: http://dx.doi.org/10.1109/T4E.2016.16

Abstract

The primary aim of programming assignments is to provide learners with hands-on experience in creating correct, elegant and efficient solutions to realistic problems. Even for a course whose objective is not to teach a particular language, instructors often specify the language in which learners should code. Instructor-supplied feedback on such assignments may include individualized feedback and model solutions, but it rarely takes the form of an in-class discussion of the varied approaches selected by learners. In this paper, we argue that such discussions provide important opportunities for learning that can cut across course boundaries. Therefore, we suggest that a secondary aim of programming assignments should be to promote such in-class discussions. We also demonstrate how we were successfully able to promote meaningful discussions in a course that rarely has programming assignments (Theory of Computation) by permitting learners to select the language of their choice. Lastly, we identify a need for assessment tools that can automatically identify solutions that are worthy of in-class discussions.

Item Type: Conference Proceedings
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Additional Information: Copy right for this article belongs to the IEEE, 345 E 47TH ST, NEW YORK, NY 10017 USA
Department/Centre: Division of Electrical Sciences > Computer Science & Automation (Formerly, School of Automation)
Date Deposited: 20 May 2017 05:15
Last Modified: 20 May 2017 05:15
URI: http://eprints.iisc.ernet.in/id/eprint/56889

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