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Masters Students’ Experiences of Learning to Program: An Empirical Model

Bruce, Christine S., Christie, Ruth J., & Stoodley, Ian D. (2004) Masters Students’ Experiences of Learning to Program: An Empirical Model. In QualIT, 24-26th November 2004, Griffith University, Brisbane.

Abstract

The investigation reported here examined how Masters students experience learning to program. The phenomenographic research approach adopted permitted the analysis of 1) how students go about learning to program, that is the ‘Act’ of learning to program, and 2) what students understand by ‘programming’, that is the ‘Object’ of learning to program. Analysis of data from twenty-three participants identified five different experiences of the Act of learning to program and five different experiences of the Object of learning to program. Together the findings comprise an empirical model of the learning to program experience amongst the participating students. We suggest how our findings are significant for programming teachers and offer tools to explore students’ views.

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214 since deposited on 25 Jan 2006
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ID Code: 3229
Item Type: Conference Paper
Keywords: phenomenography, learning, programming, higher education, student experience, HERN
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > COMPUTER SOFTWARE (080300) > Computer Software not elsewhere classified (080399)
Divisions: Past > QUT Faculties & Divisions > Faculty of Science and Technology
Copyright Owner: Copyright 2004 (The authors)
Deposited On: 25 Jan 2006
Last Modified: 29 Feb 2012 23:08

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