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Facillitating, teaching and learning of programming with inter-active multimedia.

Choi, Sun-Hea (2004) Facillitating, teaching and learning of programming with inter-active multimedia. PhD thesis, Edinburgh Napier University.

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    Abstract/Description

    This thesis investigates effective ways of designing and integrating Interactive
    Multimedia (IMM) to facilitate teaching and learning of programming. Drawing on a
    preliminary investigation in IMM and learning, an initial design and integration
    approach was developed. The architecture and design features of IMM courseware and
    its integration were modelled to suppOli the learning activities defined by Laurillard's
    conversational and Mayes' learning frameworks and to accommodate the needs for the
    domain identified at two UK Universities. The approach aimed to improve the quality of
    student learning with IMM courseware through creating a learning context which
    supports the teaching and learning processes; encourages students to use the courseware
    for learning; and increases their motivation and interests in the subject matter they study.
    The primary emphasis of this approach lies in integrating IMM for lectures and tutorial.
    Sequent case studies were conducted to evaluate the effectiveness of the approach in
    supporting teaching and learning. Two IMM courseware, consisting of resource-oriented
    and task-oriented materials, were developed and integrated into four programming
    modules at Napier and BruneI Universities. To explore the effects of hyperlinks in
    problem-solving contexts, three different variations of the task-oriented material were
    developed: one without hyperlinks, the second with questions (static), and the third with
    model answers when the questions were answered incorrectly (dynamic).
    The results suggested that student learning experience was enhanced by the use of the
    IMM courseware for teaching and learning: their performance and perceptions of the
    subject matters improved. Using the IMM courseware in lectures and tutorials enhanced
    the teaching and learning processes, promoted active learning and reflective thinking,
    and created collaborative learning environment. However, weaknesses were also
    identified in supporting student learning with different knowledge levels. As for the
    hyperlinks effects, the results showed that the 'dynamic' hyperlinks improved students'
    performance most effectively. They helped students become aware of their
    misconceptions and correct them through revisiting the resource-oriented material; and
    in the process reflect on what they learnt in lectures. The 'static' hyperlinks were found
    to be beneficial when students did not have sufficient knowledge to test. In addition, the
    results revealed various factors affecting student learning with IMM. Among them was
    students' familiarity with IMM, which emphasised the importance of integrating IMM
    courseware in a way that encourages students to use it for learning.
    The thesis presents a design and integration approach informed by the findings from the
    case studies, and proposes a design and integration process with IMM. The process
    consists of three phases (designing and integrating IMM, and facilitating learning with
    IMM) and the factors affecting the phases, and illustrates the relationship between them.

    Item Type: Thesis (PhD)
    Uncontrolled Keywords: Interactive multimedia; programming; student learning;
    University Divisions/Research Centres: Faculty of Engineering, Computing and Creative Industries > School of Computing
    Dewey Decimal Subjects: 000 Computer science, information & general works > 000 Computer science, knowledge & systems > 004 Data processing & computer science
    Library of Congress Subjects: Q Science > QA Mathematics > QA75 Electronic computers. Computer science
    Item ID: 5681
    Depositing User: Mrs Lyn Gibson
    Date Deposited: 04 Oct 2012 12:01
    Last Modified: 04 Oct 2012 12:01
    URI: http://researchrepository.napier.ac.uk/id/eprint/5681

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