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Learning Problem Solving Skills: Comparison of E-Learning and M-Learning in an Introductory Programming Course

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Title: Learning Problem Solving Skills: Comparison of E-Learning and M-Learning in an Introductory Programming Course
Language: English
Authors: Malik, Sohail Iqbal (ORCID 0000-0002-2737-9255), Mathew, Roy, Al-Nuaimi, Rim, Al-Sideiri, Abir, Coldwell-Neilson, Jo
Source: Education and Information Technologies. Sep 2019 24(5):2779-2796.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Problem Solving, Skill Development, Electronic Learning, Handheld Devices, Telecommunications, Introductory Courses, Programming, Computer Science Education, Novices, Computer Software, Web Based Instruction, Preferences
DOI: 10.1007/s10639-019-09896-1
ISSN: 1360-2357
Abstract: Problem solving skills are considered an integral part of grasping the precise concepts of the programming domain for novices in introductory programming (IP) courses. But these skills are mostly covered only in early lectures of such courses or are included in just a few early chapters of some relevant textbooks. Consequently, high failure and dropout rates are often reported in IP courses. In this study, we developed and introduced an application, called PROBSOL, which is designed to focus on, and enhance, novice programmers' problem solving skills. Two versions of the application were developed, a web-based version and a mobile app. The applications were based on pseudo-code techniques. A survey was implemented to collect students' feedback and semi-structured interviews were conducted to collect instructors' opinion about the applications. Moreover, final exam grades over two semesters were compared to determine the impact of including the PROBSOL applications in the course. The results show that both students and instructors appreciated the applications and that their use supports students' cognitive gains and engagement. Moreover, they promote students' affective engagement in the IP course. The use of the applications improves novices' programming understanding, logic capabilities and problem solving skills. However, students preferred the mobile version rather than the web-based version during the course. The comparison of students' grades showed that the students' achievements were improved and attrition rates were reduced after introducing the PROBSOL applications in the course.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1225461
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Malik%2C+Sohail+Iqbal%22">Malik, Sohail Iqbal</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2737-9255">0000-0002-2737-9255</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathew%2C+Roy%22">Mathew, Roy</searchLink><br /><searchLink fieldCode="AR" term="%22Al-Nuaimi%2C+Rim%22">Al-Nuaimi, Rim</searchLink><br /><searchLink fieldCode="AR" term="%22Al-Sideiri%2C+Abir%22">Al-Sideiri, Abir</searchLink><br /><searchLink fieldCode="AR" term="%22Coldwell-Neilson%2C+Jo%22">Coldwell-Neilson, Jo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. Sep 2019 24(5):2779-2796.
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  Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-019-09896-1
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  Data: Problem solving skills are considered an integral part of grasping the precise concepts of the programming domain for novices in introductory programming (IP) courses. But these skills are mostly covered only in early lectures of such courses or are included in just a few early chapters of some relevant textbooks. Consequently, high failure and dropout rates are often reported in IP courses. In this study, we developed and introduced an application, called PROBSOL, which is designed to focus on, and enhance, novice programmers' problem solving skills. Two versions of the application were developed, a web-based version and a mobile app. The applications were based on pseudo-code techniques. A survey was implemented to collect students' feedback and semi-structured interviews were conducted to collect instructors' opinion about the applications. Moreover, final exam grades over two semesters were compared to determine the impact of including the PROBSOL applications in the course. The results show that both students and instructors appreciated the applications and that their use supports students' cognitive gains and engagement. Moreover, they promote students' affective engagement in the IP course. The use of the applications improves novices' programming understanding, logic capabilities and problem solving skills. However, students preferred the mobile version rather than the web-based version during the course. The comparison of students' grades showed that the students' achievements were improved and attrition rates were reduced after introducing the PROBSOL applications in the course.
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