Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course
Document Type
Article
Publication Date
9-2015
Publication Title
Information Systems Education Journal
ISSN
1545-679X
Abstract
Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created screencasts and their impact on students’ performance regarding specific learning outcomes in a hands-on programming course. This study was conducted over four semesters when an instructor taught two sections of the course per semester; one section generated self created student screencasts in-class and the other section did not. The subjects were undergraduate business students enrolled in an upper level applications/programming course at a university in Pennsylvania State System of Higher Education system. The experimental method was used to compare the differences in graded classroom activities, theory assessments, lab assessments, and final exam scores between the classes. Results showed that students who created screencasts while following along with the instructors step by step programming instructions as well as created screencast while independently working significantly (p
Recommended Citation
Powell, Loreen Marie, Hayden Wimmer.
2015.
"Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course."
Information Systems Education Journal, 13 (5): 106-111: Information Systems and Computing Academic Professionals (ISCAP)..
source: https://files.eric.ed.gov/fulltext/EJ1137335.pdf
https://digitalcommons.georgiasouthern.edu/information-tech-facpubs/20
Copyright
Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. All copies must bear this notice and full citation. Permission from the Editor is required to post to servers, redistribute to lists, or utilize in a for-profit or commercial use. Permission requests should be sent to Paul Witman, Editor at editor@isedj.org.
