abstract

Switching to Stay Home Instruction: Impacts of the Coronavirus Pandemic on Learner Performance for an Introductory Computer Science Course

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Patrick SeelingAuthors Info & Claims

SIGITE '20: Proceedings of the 21st Annual Conference on Information Technology Education

Page 294

https://doi.org/10.1145/3368308.3415426

Published: 07 October 2020 Publication History

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Abstract

The coronavirus pandemic of 2020 has caused significant interruptions of the regular approach to teaching. Here, we compare the impacts of Stay Home orders on the student learning outcomes in an introduction to algorithms and data structures university course. We describe an example course modification based on student feedback at the semester's half-time point, and how students performed the remainder of the semester in comparison to a comparable prior semester. We find several differences in the overall participation from the electronic textbook as well as the course overall. We do not find that there is a significant change in the overall course outcomes when contrasting the Spring 2020 course offering with that from the prior semester.

References

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Alex Edgcomb, Frank Vahid, Roman Lysecky, and Susan Lysecky. 2017. Getting Students to Earnestly Do Reading, Studying, and Homework in an Introductory Programming Class. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (Seattle, Washington, USA) (SIGCSE '17). Association for Computing Machinery, New York, NY, USA, 171--176. https://doi.org/10.1145/3017680.3017732

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P. Seeling, J. Eickholt, Q. Hinton, and M. Johnson. 2019. Low-Cost Active Learning Benefits for Introductory Computer Science Courses. In Proceedings of the 2019 IEEE Frontiers in Education Conference (FIE) (Covington, KY, USA). 1--4. https://doi.org/10.1109/FIE43999.2019.9028587

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Fay Zhong. 2018. Designing Adaptive Learning Objects for Enhanced Student Engagement in Data Structures and Algorithms: (Abstract Only). In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (Baltimore, Maryland, USA) (SIGCSE '18). Association for Computing Machinery, New York, NY, USA, 1089. https://doi.org/10.1145/3159450.3162323

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Cited By

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Kularbphettong KRaksuntorn NKumchoo SBoonseng C(2024)Assessing Programming Language Teaching during COVID19 with Blended LearningProceedings of the 2024 10th International Conference on e-Society, e-Learning and e-Technologies (ICSLT)10.1145/3678610.3678614(20-24)Online publication date: 21-Jun-2024
https://dl.acm.org/doi/10.1145/3678610.3678614
Srivatanakul T(2022)Emerging from the pandemic: instructor reflections and students’ perceptions on an introductory programming course in blended learningEducation and Information Technologies10.1007/s10639-022-11328-6Online publication date: 4-Nov-2022
https://doi.org/10.1007/s10639-022-11328-6
Bandi A(2021)Instruction delivery modes and learning experiences in COVID-19 pandemicJournal of Computing Sciences in Colleges10.5555/3503984.350399137:2(70-79)Online publication date: 3-Dec-2021
https://dl.acm.org/doi/10.5555/3503984.3503991

Index Terms

Switching to Stay Home Instruction: Impacts of the Coronavirus Pandemic on Learner Performance for an Introductory Computer Science Course
1. Applied computing
  1. Education

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Published In

SIGITE '20: Proceedings of the 21st Annual Conference on Information Technology Education

October 2020

446 pages

ISBN:9781450370455

DOI:10.1145/3368308

General Chairs:
Deepak Khazanchi
University of Nebraska at Omaha, USA
,
Harvey Siy,
Program Chairs:
George Grispos,
Tenace Kwaku Setor
University of Nebraska at Omaha, USA

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

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Published: 07 October 2020

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SIGITE '20

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SIGITE

SIGITE '20: The 21st Annual Conference on Information Technology Education

October 7 - 9, 2020

Virtual Event, USA

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Overall Acceptance Rate 176 of 429 submissions, 41%

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Kularbphettong KRaksuntorn NKumchoo SBoonseng C(2024)Assessing Programming Language Teaching during COVID19 with Blended LearningProceedings of the 2024 10th International Conference on e-Society, e-Learning and e-Technologies (ICSLT)10.1145/3678610.3678614(20-24)Online publication date: 21-Jun-2024
https://dl.acm.org/doi/10.1145/3678610.3678614
Srivatanakul T(2022)Emerging from the pandemic: instructor reflections and students’ perceptions on an introductory programming course in blended learningEducation and Information Technologies10.1007/s10639-022-11328-6Online publication date: 4-Nov-2022
https://doi.org/10.1007/s10639-022-11328-6
Bandi A(2021)Instruction delivery modes and learning experiences in COVID-19 pandemicJournal of Computing Sciences in Colleges10.5555/3503984.350399137:2(70-79)Online publication date: 3-Dec-2021
https://dl.acm.org/doi/10.5555/3503984.3503991

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Engaging Secondary and Post-Secondary Students to Learn and Explore Programming Using a Theme-Based Curriculum and the Sphero SPRK+ Robot

The impact of math preparedness on introductory programming (CS1) success (abstract only)

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