Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

Educational crowdsourcing to support the learning of computer programming

Al-Jumeily, D, Hussain, A, Alghamdi, M, Dobbins, C and Lunn, J (2015) Educational crowdsourcing to support the learning of computer programming. Research and Practice in Technology Enhanced Learning (RPTEL): Special Issue on Emerging Trends for Open Access Learning. ISSN 1793-7078

This is the latest version of this item.

Emerging Trends (Final).pdf - Accepted Version
Available under License Creative Commons Attribution.

Download (269kB) | Preview


Technology has been used in the last three decades to support teaching and learning. However, educational software has frequently been under investigation to check the validity of their benefits. There is a demand for increasingly intelligent pedagogically-grounded computer technology. In this paper, we discuss adaptive, crowd sourced, and primarily educational technology; targeted at software development students. The proposed technology caters for either individual or group learning. It differentiates itself from other tutoring and programming support technologies as it will continually monitor and assess students’ performance in each phase of the educating process. It will also guide them in their learning through interactive feedback and adaptive curriculum delivery that suits both their current levels of learning and preferred learning styles.

Keywords: Technology and Education; Coding; Teaching and Learning; Computer Programming; Adaptive Software.

Item Type: Article
Additional Information: The final publication is available at Springer via http://dx.doi.org/10.1186/s41039-015-0011-3
Subjects: Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Q Science > QA Mathematics > QA76 Computer software
Divisions: Computer Science & Mathematics
Publisher: Springer
Date Deposited: 21 May 2015 09:50
Last Modified: 04 Sep 2021 14:28
URI: https://researchonline.ljmu.ac.uk/id/eprint/934

Available Versions of this Item

View Item View Item