ERIC Number: EJ985503
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899-3408
EISSN: N/A
A Case Study of Multi-Institutional Contributing-Student Pedagogy
Denny, Paul; Cukierman, Diana; Luxton-Reilly, Andrew; Tempero, Ewan
Computer Science Education, v22 n4 p389-411 2012
Traditionally, learning resources are created by an instructor and distributed to their students. A contributing-student pedagogy (CSP) is one in which this responsibility shifts, placing students in control of creating the resources and sharing them with their peers. Technology plays a central role in supporting the collection and distribution of student-generated resources. Although many CSP tools have the potential to be widely adopted, they have predominantly been applied in a local context and rarely extended to other contexts or institutions. Moreover, the use of CSP (i.e. students contributing to the learning of others) is almost never seen in cross-institutional contexts. In this article, we discuss the novel application of CSP across multiple institutions and countries, reporting on an activity in which first-year programming students in New Zealand generate learning resources for their counterparts in Canada. With the increasing adoption of Web 2.0 tools in education, such cross-institutional learning activities have the potential to become more widespread and we report here on our challenges and successes. We find that a cross-institutional approach can work as well as within-institution CSP, with students at both institutions preferring their contributions to be shared more widely. (Contains 5 tables and 8 figures.)
Descriptors: Foreign Countries, Computer Science Education, Programming, Web 2.0 Technologies, Web Based Instruction, Computer Software, College Students, Student Attitudes, College Instruction, Introductory Courses, Instructional Effectiveness, Program Effectiveness, Case Studies, Student Surveys, Statistical Analysis, Student Developed Materials, Intercollegiate Cooperation
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; New Zealand
Grant or Contract Numbers: N/A