Becoming fluent in Java (or any computer language): Overlearning and Active Learning in Introductory Computer Science Learning
Grace Ngai, Stephen C. F. Ng · 2006
It is a well-acknowledged fact that introductory programming courses constitute some of the most difficult courses for instructors in any computer science or engineering program, due to the mix of backgrounds and abilities. In addition, the transition from secondary school to university is not always an easy one for students; changes such as the mode of teaching and style of learning add to students' stress and frustrations. As a result, many of them find introductory programming courses difficult and uninteresting, and some may even drop out of the program as a result. However, as the principles taught in these courses are fundamental to the field, it is important that students are stimulated and challenged, but not intimidated, by these courses. In this paper, we present our experience with employing the principles of over-learning and active learning in introductory computer science teaching at the university level. Specifically, we discuss our experience with the Introduction to Programming class for Fall 2005-06, in which we introduced new mode on a trial basis. We will present details of how we implemented the course and managed our resources, together with results and feedback that discuss the efficacy of our approach.