Use of Learning Objects for Computer Programming-Based Problem Solving
DOI:
https://doi.org/10.21432/cjlt27882Keywords:
programming-based problem-solving, learning objects, computer animation, programming, e-learning, educational technologyAbstract
This paper presents an approach to implement learning objects for teaching and learning problem-solving techniques based on computer programming. The demonstrated approach exploits computer-based interactive animations and computer graphics. The main feature of this approach is its simplicity for exploring the concepts and structures of the programming that are used to implement a solution for a problem under consideration. The developed learning objects feature the possibility of reusability and adaptability in e-learning settings. Moreover, the learning objects can be utilized as a hands-on experience for the learners of a certain subject matter. The approach applied for the design and implementation of the learning objects for computer programming-based problem solving can be extended to other disciplines of science and technology. As a demonstration of the proposed methodology, we showed an application that utilizes the approach to implement a learning object for solving a well-known statistics and probability problem.
References
Adamchik, V., & Gunawardena, A. (2003). A learning objects approach to teaching programming. Proceedings ITCC 2003: International Conference on Information Technology: Coding and Computing (pp. 96-99). Las Vegas, NV: Institute of Electrical and Electronics Engineers (IEEE). doi:10.1109/ITCC.2003.1197507
Anderson, I. (2016). Identifying different learning styles to enhance the learning experience. Nursing Standard, 31, 53-63. doi:10.7748/ns.2016.e10407
Andreza, B., & Magalhães, F. (2019). Inclusive model application using accessible learning objects to support the teaching of mathematics. Informatics in Education, 18(1), 213-226. doi:10.15388/infedu.2019.10
Awla, H. (2014). Learning styles and their relation to teaching styles. International Journal of Language and Linguistics, 2(3), 241-245. doi:10.11648/j.ijll.20140203.23
Begosso, L., Begosso, L., & Begosso, R. (2016). An approach for the use of learning objects in teaching computer programming concepts. 2016 IEEE Frontiers in Education Conference (FIE) (pp. 1–8). Erie, PA: IEEE. doi:10.1109/FIE.2016.7757619
Begosso, L., Begosso, L., Begosso, R., Ribeiro, A., & Martins, R. (2015). The use of learning objects for teaching computer programming. 2016 IEEE Frontiers in Education Conference (FIE) (pp. 786–791). Erie, PA: IEEE. doi:10.1109/FIE.2015.7344148
Cavus, N., & Ibrahim, D. (2004). Using learning objects to teach programming languages. Creating the Future 3rd FAE International Symposium (pp. 303-308). Lefke, Cyprus: European University of Lefke. Retrieved from https://files.eric.ed.gov/fulltext/ED503158.pdf
Chiappe, A., Cifuentes, Y., & Rodríguez, H. (2007). Toward an instructional design model based on learning objects. Educational Technology Research and Development, 55, 671-681. doi:10.1007/s11423-007-9059-0
Falvo, D. (2008). Animations and simulations for teaching and learning molecular chemistry. International Journal of Technology in Teaching and Learning, 4(1), 68–77. Retrieved from https://sicet.org/main/wp-content/uploads/2016/11/ijttl-08-01-4_1_5_Falvo.pdf
Ford, J., Robinson, J., & Wise, M. (2016). Adaptation of the Grasha Riechman Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative. BMC Medical Education, 16. doi:10.1186/s12909-016-0772-4
Halverson, R., Wolfenstein, M., Williams, C., & Rockman, C. (2009). Remembering math: The design of digital learning objects to spark professional learning. E-Learning and Digital Media, 6(1), 97–118. doi:10.2304/elea.2009.6.1.97
Henderson, W. (1994). Animated models for teaching aspects of computer systems organization. IEEE Transactions on Education, 37(3). doi:10.1109/13.312133
Hoffler, T., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Journal of Learning and Instruction, 17, 722–738. doi:10.1016/j.learninstruc.2007.09.013
Hughes, G. (2016). Identifying learning styles. Nursing Standard, 31(16-18), 72-73. doi:10.7748/ns.31.16-18.72.s49
Hwang, I., Tam, M., Lam, P., & Lam, S. (2012). Review of use of animation as a supplementary learning material of physiology content in four academic years. The Electronic Journal of e-Learning, 10(4), 368–377. Retrieved from http://www.ejel.org/issue/download.html?idArticle=216
IEEE (2002). IEEE Standard for Learning Object Metadata (IEEE Std 1484.12.1-2002). doi:10.1109/IEEESTD.2002.94128
Jaimez-González, C., García-Mendoza, B., Luna-Ramírez, W., Nápoles-Duarte, M., & Vargas-Vargas, A. (2018). Learning objects to support the teaching-learning process of a web fundamentals undergraduate course. American Journal of Educational Research, 6, 1573-1580. doi:10.12691/education-6-11-17
Krassimir, K., & Lu, I. (2017). On the possibility of preferred performance styles and their link to learning styles. Frontiers in Education, 2. doi:10.3389/feduc.2017.00032
Lillejord, S., Borte, K., Nesje, K., & Ruud, E. (2018). Learning and teaching with technology in higher education - a systematic review. Oslo: Knowledge Centre for Education, The Research Council of Norway. Retrieved from https://www.forskningsradet.no/siteassets/publikasjoner/1254035532334.pdf
Lowe, R.K. (2004). Animation and learning: Value for money? In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 558-561). Perth, Australia: Australian Society for Computers in Learning in Tertiary Education. Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/lowe-r.html
Luna-Ramírez, W. A., & Jaimez-González, C. R. (2014). Supporting structured programming courses through a set of learning objects. International Conference on Information Society (i-Society 2014). London, UK: Infonomics Society. doi:10.1109/i-Society.2014.7009024
Maseleno, A., Hardaker, G., Sabani, N., & Suhaili, N. (n.d.). Data on multicultural education and diagnostic information profiling: culture, learning styles and creativity. Data in Brief, 9, 1048–1051. doi:10.1016/j.dib.2016.11.024
Matthiasdottir, A. (2006). Usefulness of learning objects in computer science learning. The Codewitz project. Proceedings of the Codewitz Open Conference Methods, Materials and Tools for Programming Education (27-31). Tampere, Finland. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download? doi:10.1.1.559.1156&rep=rep1&type=pdf
Narasimhamurthy, U., & Shawkani, K. A. (2009). Teaching of programming languages: An introduction to dynamic learning objects. 2009 International Workshop on Technology for Education (114-115). Bangalore, India: IEEE. doi:10.1109/t4e.2009.5314123
Osman, W., & Elmusharaf, M. (2014). Effectiveness of combining algorithm and program Animation: A case study with data structure course. Issues in Informing Science and Information Technology, 11, 155-168. doi:10.28945/1986
Pashler, H., McDaniel, M., & Rohrer, D. B. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. doi:10.1111/j.1539-6053.2009.01038.x
Rotbain, Y., Marbach, G., & Stavy, R. (2008). Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17(1), 49-58. doi:10.1007/s10956-007-9080-4
Smith, G., & Escott, E. (2004). Using animations to support teaching of general computing concepts. Proceedings of the Sixth Australian Computing Education Conference (ACE2004) (304-301). Dunedin, New Zealand: Australian Computer Society, Inc. Retrieved from https://crpit.scem.westernsydney.edu.au/confpapers/CRPITV30Smith.pdf
Tapoli, P., & Mikropoulos, T. (2019). Digital learning objects for teaching computer
programming in primary students. In M, Tsitouridou, J. A. Diniz, & T. A. Mikropoulos (Eds.), Technology and innovation in learning, teaching and education (pp. 256-266). TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Switzerland: Springer. doi:10.1007/978-3-030-20954-4_19
Villalobos, J. C., & Jiménez, C. (2009). Developing programming skills by using interactive learning objects. ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science (pp. 151-155). New York, USA: ACM. doi:10.1145/1595496.1562927
Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects: Online version. Retrieved from: http://reusability.org/read/chapters/wiley.doc
Willingham, D., Hughes, E., & Dobolyi, D. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. doi:10.1177/0098628315589505
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Abdullah Ahmad Basuhail
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.
