Usage of Technology Enhanced Educational Tools for Delivering Programming Courses

Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technol...
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Autor*in:	Mirjana Ivanović [verfasserIn] Stelios Xinogalos [verfasserIn] Živana Komlenov [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2011

Schlagwörter:	e-learning object-oriented programming teaching technology-enhanced learning

Übergeordnetes Werk:	In: International Journal of Emerging Technologies in Learning (iJET) - Kassel University Press, 2017, 6(2011), 4, Seite 23-30
Übergeordnetes Werk:	volume:6 ; year:2011 ; number:4 ; pages:23-30

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3991/ijet.v6i4.1796

Katalog-ID:	DOAJ023266929

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author	Mirjana Ivanović
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title_sort	usage of technology enhanced educational tools for delivering programming courses
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title_auth	Usage of Technology Enhanced Educational Tools for Delivering Programming Courses
abstract	Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented Programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.
abstractGer	Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented Programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.
abstract_unstemmed	Methods and approaches behind technology enhanced learning (TEL) in programming courses at a university level encourage continuous research in the last 20 years. Still there is no generally applicable way that would guarantee success. In this paper some experiences gathered during years of a technology-enhanced approach in teaching Object-Oriented Programming (OOP) at two universities in two countries are presented and compared. Emphasis is given on the technology-enhanced educational tools that were selected or developed by the two institutions for teaching OOP. Different traditions and independent development at both institutions allow us to draw generally applicable conclusions and recommendations.
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