Abstract
In our society, programming and IT literacy are important skills. However, in introductory courses in higher education, there is a struggle to design the coursework in a way that engages and motivates both beginners and people who already know some code.
This paper presents a case study that explores the design of optional exercise sessions as a shorter 'fast track' for experienced or well-prepared students, and a longer 'normal track' for those who need help with the technical parts of the coursework. The case is analysed using self-determination theory to investigate student motivation in such a design.
Students perform well and are generally happy to be able to choose between tracksto find their own fit. Whether a 2-day induction workshop or a track split leads to the best learning environment is a question for future research
This paper presents a case study that explores the design of optional exercise sessions as a shorter 'fast track' for experienced or well-prepared students, and a longer 'normal track' for those who need help with the technical parts of the coursework. The case is analysed using self-determination theory to investigate student motivation in such a design.
Students perform well and are generally happy to be able to choose between tracksto find their own fit. Whether a 2-day induction workshop or a track split leads to the best learning environment is a question for future research
| Translated title of the contribution | Motiverende rammer i et programmeringskursus ved hjælp af to-sporede øvelseshold |
|---|---|
| Original language | English |
| Journal | Dansk Universitetspædagogisk Tidsskrift |
| Volume | 19 |
| Issue number | 36 |
| Pages (from-to) | 120-134 |
| Number of pages | 15 |
| ISSN | 1901-5089 |
| DOIs | |
| Publication status | Published - 2024 |