Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Impact of ICT Tools in Logic Development of Computer Programming Skills


Affiliations
1 School of Computer Engineering and Technology, MIT Academy of Engineering Alandi (D), Pune - 412105, India
     

   Subscribe/Renew Journal


Every field of engineering and technology consists of problems to be solved using computers. Learning problem solving skills using computer programming in the first year is important. At first year, students learn various courses of engineering streams, they should inculcate the development of solutions to problems which yields better logic development for further years of graduation. So the aim of Computer Programming (CP) course as part of curriculum in first year is to develop solutions to the problems using Python and MATLAB programming. Students get admitted to first year by Directorate of Technical Education (state government body for allocating engineering seats for merit students) with various backgrounds like heterogeneous culture, unable to cope with learning abilities, immaturity, language and communication gap, different education boards etc. Need a different kind teaching learning methods where every student must understand and solve the problems. Earlier we used to teach students of Savitribai Phule Pune University the course, Fundamentals of Programming Languages - I and II, when many challenges came to surface as discussed, which impacted on their result. Earlier the result was around 50 to 60 %, now use of ICT and conducting different activities it is reaching around 80%.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Maria Kordaki, Maria Grigoriadou, (2010). A Collaborative and Adaptive Design Pattern for the Students Team Achievement Divisions' Method: An Implementation within Learning Design-Based E-learning Systems, International Conference on Intelligent Networking and Collaborative Systems, 24-26.

  • Ladislav Végh , Veronika Stoffová, (2017). Algorithm Animations for Teaching and Learning the Main Ideas of Basic Sortings, Informatics in Education, 16(1), 121–140. Patil Deepti Reddy

  • Shitanshu Mishra, Ganesh Ramakrishnan, Sahana Murthy, (2015). Thinking, Pairing, and Sharing to Improve Learning and Engagement in a Data Structures and Algorithms (DSA) Class, International Conference on Learning and Teaching in Computing and Engineering, 9-12. Luisa M. Regueras, Elena Verdu, María Jesús Verdu, Juan P. de Castro

  • (2011). Design of a Competitiv e and Collab orative Learnin g Strategy in a Communication Networks Course, IEEE Transactions on Education, 54(2), 302-307.Tracy Chow

  • Edmond Ko, Cindy Li, Catherine Zhou, (2012). The systematic development of rubrics in assessing engineering learning outcomes, IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 20-23. Padmashree Desai

  • G.H. Joshi, (2012). Activity based teaching learning in software engineering - An experience, IEEE International Conference on Engineering Education: Innovative Practices and Future Trends (AICERA), 1-6. Pang Nai Kiat

  • Yap Tat Kwong, (2014). The flipped classroom experience, IEEE 27th Conference on Software Engineering Education and Training (CSEE&T), 39-41. Aracele Garcia de Oliveira Fassbinder

  • Tiago Gonçalves Botelho,; Ricardo José Martins, Ellen Francine Barbosa, (2015). Applying flipped classroom and problem-based learning in a CS1 course, IEEE Frontiers in Education Conference (FIE), 21-24. JeanCharles Marty

  • Thibault Carron, (2011). Observation of Collaborative Activities in a Game-Based Learning Platform, IEEE Transactions on Learning Technologies, 4(1), 98 -110.

  • Umadevi V, Collaborative Learning: Design and Reflections in a Web Programming Course, Journal of Engineering Education Transformations, eISSN 2394-1707.

  • www.unipune.ac.in/ (2018).

  • Tiantong, M., &Teemuangsai, S., (2013). Student team achievement divisions (STAD) technique through the moodle to enhance learning achievement. International Education Studies, 6(4), 85.


Abstract Views: 324

PDF Views: 1




  • Impact of ICT Tools in Logic Development of Computer Programming Skills

Abstract Views: 324  |  PDF Views: 1

Authors

Jayashree A. Patil
School of Computer Engineering and Technology, MIT Academy of Engineering Alandi (D), Pune - 412105, India
Shubhangi P. Kale
School of Computer Engineering and Technology, MIT Academy of Engineering Alandi (D), Pune - 412105, India

Abstract


Every field of engineering and technology consists of problems to be solved using computers. Learning problem solving skills using computer programming in the first year is important. At first year, students learn various courses of engineering streams, they should inculcate the development of solutions to problems which yields better logic development for further years of graduation. So the aim of Computer Programming (CP) course as part of curriculum in first year is to develop solutions to the problems using Python and MATLAB programming. Students get admitted to first year by Directorate of Technical Education (state government body for allocating engineering seats for merit students) with various backgrounds like heterogeneous culture, unable to cope with learning abilities, immaturity, language and communication gap, different education boards etc. Need a different kind teaching learning methods where every student must understand and solve the problems. Earlier we used to teach students of Savitribai Phule Pune University the course, Fundamentals of Programming Languages - I and II, when many challenges came to surface as discussed, which impacted on their result. Earlier the result was around 50 to 60 %, now use of ICT and conducting different activities it is reaching around 80%.

References





DOI: https://doi.org/10.16920/jeet%2F2019%2Fv33i1%2F139182