The usual approach to teaching introductory computer programming courses is to have classroom lectures and small size supervised laboratory sections, where students will write simple programs reflective of the material that they have learned during the lectures. This approach can be improved by conducting the entire course in a "technology ready" classroom, where lectures and in-class exercises could be designed and delivered, in such a way, to promote an active learning environment. This manner of conducting courses requires a larger investment, time and money, on the part of the institutions and instructors, than the traditional approach. This work describes our approach to teaching undergraduate computer programming courses in a computer laboratory environment at the Delaware County Campus of the Pennsylvania State University. Our objectives have been to use the computer and communication technologies to build an active learning environment and a paperless approach in teaching programming courses using the Internet. This involves posting lecture notes and other related materials, such as course syllabus, quizzes, exams and grades, on the Internet and conducting the lectures in a computer laboratory. Steps taken to insure these objectives are presented. Finally, the advantages and disadvantages of conducting a computer programming course in this format will be discussed. This includes the instructor's comments, challenges that are associated with this approach, possible solutions, and student reactions.
|Original language||English (US)|
|Number of pages||9|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 2002|
|Event||2002 ASEE Annual Conference and Exposition: Vive L'ingenieur - Montreal, Que., Canada|
Duration: Jun 16 2002 → Jun 19 2002
All Science Journal Classification (ASJC) codes