Trends in the Development of Basic Computer Education at Universities
DOI:
https://doi.org/10.12928/biste.v5i4.9704Keywords:
Literature Review, Basic Computer Education, Undergraduate Teaching, Blended Learning, DL.GSU.BYAbstract
Basic computer education in universities is experiencing huge problems. On the one hand, the amount of knowledge that a university graduate must have is increasing very quickly. On the other hand, the contingent of students varies greatly in terms of the level of training and motivation, and the level of this differentiation is constantly growing. As a result, the complexity of training and the percentage of dropouts increase. Scientists and educators are looking for a solution to these problems in the following areas: revising the knowledge necessary for obtaining at the university in the direction of the reality of their receipt in the allotted time; the use of new information technologies to simplify the learning process and improve its quality; development of the latest teaching methods that take into account the realities. This paper presents a strategic document in the field of computer education at universities - Computing Circulum 2020, as well as an overview of the areas of development of basic computer education, such as learning using artificial intelligence, virtual laboratories, microprocessor kits and robotics, WEB - systems for distance and blended learning, mobile application development, visual programming, gamification, computer architecture & organization, programming languages, learning technologies. In addition, the author gives his experience and vision of teaching basic computer education at universities.
References
J. Othman S. B. Mahlan R. Kadar M. Shamsuddin and N. A. Wahab, “Factors Affecting Engineering Students in Learning the Programming Subject at UiTM Pulau Pinang: A Study on Educators’ Ability,” International Journal of Academic Research in Progressive Education and Development, vol. 12, no. 2, pp. 944–953, 2023, https://doi.org/10.6007/IJARPED/v12-i2/17359.
H. Belmar, “Review on the Teaching of Programming and Computational Thinking in the World,” Frontiers in Computer Science, vol. 4, p. 997222, 2022, https://doi.org/10.3389/fcomp.2022.997222.
M. Abdel-Basset, L. Abdel-Fatah, and A. K. Sangaiah, “Metaheuristic algorithms: A comprehensive review,” Computational intelligence for multimedia big data on the cloud with engineering applications, pp. 185-231, 2018, https://doi.org/10.1016/B978-0-12-813314-9.00010-4.
F. Almeida and J. Simoes, “The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm,” Contemporary Educational Technology, vol. 10, no. 2, pp. 120-136, 2019, https://doi.org/10.30935/cet.554469.
A. Azaria, R. Azoulay, and S. Reches, “ChatGPT is a Remarkable Tool--For Experts,” arXiv preprint arXiv:2306.03102, 2023, https://doi.org/10.48550/arXiv.2306.03102.
L. Jacques, “Teaching CS-101 at the Dawn of ChatGPT,” ACM Inroads, vol. 14, no. 2, pp. 40-46, 2023, https://doi.org/10.1145/3595634.
M. Pankiewicz and R. S. Baker, “Large Language Models (GPT) for automating feedback on programming assignments,” arXiv preprint arXiv:2307.00150, 2023, https://doi.org/10.48550/arXiv.2307.00150.
P. Denny, J. Leinonen, J. Prather, A. Luxton-Reilly, T. Amarouche, B. A. Becker, and B. N. Reeves, “Promptly: Using prompt problems to teach learners how to effectively utilize ai code generators,” arXiv preprint arXiv:2307.16364, 2023, https://doi.org/10.48550/arXiv.2307.16364.
Y. Zheng, “ChatGPT for Teaching and Learning: An Experience from Data Science Education,” In Proceedings of the 24th Annual Conference on Information Technology Education, pp. 66-72, 2023, https://doi.org/10.1145/3585059.3611431.
L. Brehm, H. Guenzel, O. Hinz, A. Humpe and H. Martius, "Collaborative Learning with COZMO to Teach Programming in SCRATCH and Python," 2019 IEEE Global Engineering Education Conference (EDUCON), pp. 448-452, 2019, https://doi.org/10.1109/EDUCON.2019.8725037.
M. Zargham and J. Cheng, “A Virtual Reality Programming Platform for Grades 5-12,” In EdMedia+ Innovate Learning, pp. 1067-1073, 2023, https://www.learntechlib.org/primary/p/222616/.
X. Xu, “Teaching Reform of Virtual Instrument Technology and Application Course Based on OBE Concept,” Open Access Library Journal, vol. 10, no. 8, pp. 1-9, 2023, https://doi.org/10.4236/oalib.1110491.
R. Čermák, V. Mašek, and D. Fait, “TEACHING MECHATRONICS, ROBOTICS AND AUTOMATION WITH ARDUINO,” In EDULEARN23 Proceedings, pp. 6497-6502, 2023, https://doi.org/10.21125/edulearn.2023.1720.
F. Martin, B. Stamper, and C. Flowers, “Examining Student Perception of Readiness for Online Learning: Importance and Confidence,” Online Learning, vol. 24, no. 2, pp. 38-58, 2020, https://doi.org/10.24059/olj.v24i2.2053.
N. C. Cruz, J. S. Estrada, M. Lupión, E. M. Garzón, and P. M. Ortigosa, “LOW-COST CHIP PROGRAMMING FOR TEACHING AND LEARNING DIGITAL SKILLS,” In EDULEARN23 Proceedings, pp. 2662-2671, 2023, https://doi.org/10.21125/edulearn.2023.0763.
M. Zimmermann, “Teaching Visual Programming: Humanoid Robot Programming as a Case Study,” In EDULEARN23 Proceedings, pp. 6143-6149, https://doi.org/10.21125/edulearn.2023.1598.
F. Vrbančič and S. Kocijančič, “Strategy for learning microcontroller programming—a graphical or a textual start?,” Education and Information Technologies, pp. 1-23, 2023, https://doi.org/10.1007/s10639-023-12024-9.
M. Mamman, R. S. Rdadi, M. A. Sadiq, “Computerized E-learning platform for teaching Python programming using Hausa language,” World Journal of Advanced Engineering Technology and Sciences, vol. 9, no. 2, pp. 116–123, 2023, https://doi.org/10.30574/wjaets.2023.9.2.0214.
I. Aldalur and X. Sagarna, "Improving Programming Learning in Engineering Students Through Discovery Learning," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 18, no. 3, pp. 239-249, 2023, https://doi.org/10.1109/RITA.2023.3301409.
Y. Zhuang, L. Wang, M. Zhang, S. Lin, H. Hu and X. Tao, "OPTES: A Tool for Behavior-based Student Programming Progress Estimation," 2023 IEEE 47th Annual Computers, Software, and Applications Conference (COMPSAC), pp. 122-131, 2023, https://doi.org/10.1109/COMPSAC57700.2023.00025.
K. Kuusinen and S. Albertsen, "Industry-Academy Collaboration in Teaching DevOps and Continuous Delivery to Software Engineering Students: Towards Improved Industrial Relevance in Higher Education," 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET), pp. 23-27, 2019, https://doi.org/10.1109/ICSE-SEET.2019.00011.
I. Fonseca, N. C. Martins and F. Lopes, "A Web-based Platform and a Methodology to Teach Programming Languages in Electrical Engineering Courses," 2022 31st Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE), pp. 1-6, 2022, https://doi.org/10.1109/EAEEIE54893.2022.9820594.
S. Zhang, J. Yang, and X. Sang, “Exploring the Applications of EduCoder Platform in Blended Teaching for Computer Major,” Journal of Education and Educational Research, vol. 4, no. 2, pp. 100-103, 2023, https://doi.org/10.54097/jeer.v4i2.10819.
İ. H. Özdemır, T. Kişla and S. S. Tito, "Mobile Programming with Kuika: A Course Design," 2023 32nd Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE), pp. 1-6, 2023, https://doi.org/10.23919/EAEEIE55804.2023.10181754.
Y. P. Cheng, S. C. Cheng, M. Yang, J. M. Lin, and Y. M. Huang, “Applying Computational Thinking and Formative Assessment to Enhance the Learning Performance of Students in Virtual Programming Language,” In International Conference on Innovative Technologies and Learning, pp. 130-139, 2023, https://doi.org/10.1007/978-3-031-40113-8_13.
M. Shahid, A. Wajid, K. U. Haq, I. Saleem and A. H. Shujja, "A Review of Gamification for Learning Programming Fundamental," 2019 International Conference on Innovative Computing (ICIC), pp. 1-8, 2019, https://doi.org/10.1109/ICIC48496.2019.8966685.
N. Campos, M. Nogal, C. Caliz, and A. A. Juan, “Simulation-based education involving online and on-campus models in different European universities,” International Journal of Educational Technology in Higher Education, vol. 17, pp. 1-15, 2020, https://doi.org/10.1186/s41239-020-0181-y.
F. J. Gallego-Durán, R. Satorre-Cuerda, P. Compañ-Rosique, C. J. Villagrá-Arnedo, R. Molina-Carmona, and F. Llorens-Largo, “A low-level approach to improve programming learning,” Universal Access in the Information Society, 20, 479-493, 2021, https://doi.org/10.1007/s10209-020-00775-y.
L. Grindei, C. Constantinescu, A. Bojita, R. Holonec and L. Rapolti, "Project-oriented approach in teaching programming to the first year undergraduate students in Electrical Engineering," 2023 10th International Conference on Modern Power Systems (MPS), pp. 1-4, 2023, https://doi.org/10.1109/MPS58874.2023.10187591.
O. O. Mosobalaje and O. D. Orodu, “Introducing Python Coding to Petroleum Engineering Undergraduates: Excerpts from a Teaching Experience,” In SPE Nigeria Annual International Conference and Exhibition, p. D032S028R003, 2023, https://doi.org/10.2118/217148-MS.
T. Donoghue, B. Voytek, and S. E. Ellis, “Teaching creative and practical data science at scale,” Journal of Statistics and Data Science Education, vol. 29, no. sup1, pp. S27-S39, 2021, https://doi.org/10.1080/10691898.2020.1860725.
H. Tambunan, “The Effectiveness of the Problem Solving Strategy and the Scientific Approach to Students' Mathematical Capabilities in High Order Thinking Skills,” International electronic journal of mathematics education, vol. 14, no. 2, pp. 293-302, 2019, https://doi.org/10.29333/iejme/5715.
M. Zappatore, “Incorporating Collaborative and Active Learning Strategies in the Design and Deployment of a Master Course on Computer-Assisted Scientific Translation,” Technology, Knowledge and Learning, pp. 1-56, 2023, https://doi.org/10.1007/s10758-023-09679-1.
I. S. Zinovieva et al., “The use of online coding platforms as additional distance tools in programming education,” In Journal of physics: Conference series, vol. 1840, no. 1, p. 012029, 2021, https://doi.org/10.1088/1742-6596/1840/1/012029.
M. Dolinsky, “A new generation distance learning system for programming and Olympiads in Informatics,” Olympiads in Informatics, vol. 11, pp. 29-40, 2017, https://doi.org/10.15388/ioi.2017.03.
Dolinsky M. Instrumental System of Distance Learning DL.GSU.BY and Examples of its Application. Global Journal of Computer Science and Technology Interdisciplinary, 2022e, 22(1), 45-53, 2022, https://globaljournals.org/GJCST_Volume22/6-Instrumental-System-of-Distance-Learning.pdf.
M. S. Dolinsky, “Tool HLCCAD for Blended Learning the Fundamentals of Digital Electronics. International Journal of Circuits and Electronics, vol. 7, 2022, https://www.iaras.org/iaras/home/computer-science-communications/caijce/tool-hlccad-for-blended-learning-the-fundamentals-of-digital-electronics.
M. Dolinsky, “Experience of Blended Learning the Fundamentals of Digital Electronics for First/Second Year University students On Base of Distance Learning System DL.GSU.BY,” International Journal of Education and Learning Systems, vol. 7, 2022, http://elib.gsu.by/jspui/handle/123456789/43782.
M. Dolinsky, “Teaching Algorithms and Programming First Year University Students on Base of Distance Learning System DL.GSU.BY,” WSEAS Transactions on Advances in Engineering Education, vol. 19, pp. 52-57, 2022, https://doi.org/10.37394/232010.2022.19.6.
M. Dolinsky, “Experience of Blended Learning in the Subject - Architecture of Computers,” Journal of Information Technology and Digital World, vol. 4, no. 3, pp. 167-182, 2022, https://doi.org/10.36548/jitdw.2022.3.004.
M. Dolinsky, “An Approach to Teaching Introductory-Level Computer Programming,” Olympiads in Informatics, vol. 7, pp. 14-22, 2013, https://ioinformatics.org/journal/INFOL114.pdf.
M. Dolinsky, “Gomel Training School for Olympiads in Informatics,” Olympiads in Informatics, vol. 10, pp. 237-247, 2016, https://doi.org/10.15388/ioi.2016.16.
M. Dolinsky, “Secondary School Programming Olympiads in Gomel Region (Belarus),” Olympiads in Informatics, vol. 17, pp. 131-142, 2023, https://doi.org/10.15388/ioi.2023.10.
N. Dolinsky and M. Dolinskaya, “How to Start Teaching Programming at Primary School,” Olympiads in Informatics, vol. 12, pp. 13-24, 2018, https://doi.org/10.15388/ioi.2018.02.
M. Dolinsky and M. Dolinskaya, “Training in Writing the Simplest Programs from Early Ages,” Olympiads in Informatics, vol. 13, pp. 21-30, 2019, https://doi.org/10.15388/ioi.2019.02.
M. Dolinsky and M. Dolinskaya, “The Technology of Differentiated Instruction in Text Programming in Elementary School Based on the Website DL.GSU.BY,” Olympiads in Informatics, vol. 14, pp. 37-46, 2020, https://doi.org/10.15388//ioi.2020.03.
M. Dolinsky, “Primary School Programming Olympiads in Gomel Region (Belarus),” Olympiads in Informatics, vol. 16, pp. 107-123, 2022, https://doi.org/10.15388/ioi.2022.09.
M. Dolinsky, “Technology for the Development of Thinking of Preschool Children and Primary School Pupils,” Olympiads in Informatics, vol. 8, pp. 63-68, 2014, https://ioi.te.lv/oi/pdf/v8_2014_63_68.pdf.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Michael Dolinsky
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
