Overcoming the Lack of Qualified Computer Programming Teachers: a Field Experiment in Belize
Abstract
Several developed countries have initiated compulsory computer programming classes at the primary and secondary school levels with many others aiming to implement them by the end of the decade. A significant issue encountered has been the lack of qualified computer science teachers. If developed countries with abundant educational resources are facing these challenges, how can countries in the developing world with limited resources overcome them? In this research, we pilot a novel solution by utilizing an online portal to deliver a standardized computer programing course utilizing self-regulated and designed-based learning concepts where the teacher and students learn simultaneously. The study utilized a quasi-experimental design that measured learning outcomes before and after a 25-hour course. Five university lecturers (control group) and one middle school teacher (treatment group) taught the course to 178 middle school students using standardized material from the online portal. A computational thinking test was administered pre and post-treatment to measure learning outcomes. The results showed that students of both groups significantly enhanced their computational skills with no significant difference in learning outcomes between groups supporting our hypothesis.
Keywords
computational thinking, computer programming education, self-regulated learning, designed based learning, learning outcomes
References
- Alavi, M., & Leidner, D. E. (2001). Research Commentary: Technology-Mediated Learning-A Call for Greater Depth and Breadth of Research. Information Systems Research, 12(1), 1-10. https://doi.org/10.1287/isre.12.1.1.9720
- Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia? Educational Technology Research and Development, 56(1), 45-72. https://doi.org/10.1007/s11423-007-9067-0
- Barrows, H. S. (1985). How to design a problem-based curriculum for the preclinical years. Springer Pub Co. 8.
- Brackmann, C., Barone, D., Casali, A., Boucinha, R., & Munoz-Hernandez, S. (2016). Computational thinking: Panorama of the Americas. IEEE, 1–6.https://doi.org/10.1109/SIIE.2016.7751839
- Du, X., & Kolmos, A. (2009). Research on PBL practice in engineering education. Sense Publishers. https://doi.org/10.1163/9789087909321
- European Commission. (2016). A New Skills Agenda for Europe. Working together to strengthen human capital, employability and competitiveness. COM (2016) 381(2). Retrieved from http://https://eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A52016DC0381
- Inamdar, P., & Kulkarni, A. (2007). ‘Hole-In-The-Wall' Computer Kiosks Foster Mathematics Achievement - A Comparative Study. Journal of Educational Technology and Society, 10 (2), 170-179. Retrieved from http://www.jstor.org/stable/jeductechsoci.10.2.170
- Mitra, S., Dangwal, R., & Thadani, L. (2008). Effects of Remoteness on the Quality of Education: A Case Study from North Indian Schools. Australasian Journal of Educational Technology, 24 (2), 168-180. https://doi.org/10.14742/ajet.1219
- Mitra, S., Dangwal, R., Chatterjee, S., Jha, S., Bisht, R. S., & Kapur, P. (2005). Acquisition of Computing Literacy on Shared Public Computers: Children and the Hole in the Wall. Australasian Journal of Educational Technology, 21(3), 407. https://doi.org/10.14742/ajet.1328
- Mitra, S., Tooley, J., Inamdar, P., & Dixon, P. (2003). Improving English Pronunciation: An Automated Instructional Approach. Information Technologies and International Development, 1(1), 75. https://doi.org/10.1162/itid.2003.1.1.75