| dc.description.abstract |
This paper examin
es the persistent problematic issue of engaging business st
u-
dents in teaching computer programming. Studies continue to document challenges in teach-
ing computer programming and various methods have been proposed with varying degrees of
success. From an edu
cator’s perspective, the concern is how to engage students to enable the
effective delivery of computer programming principles to the students. From a student’s per-
spective, how they experience the computer programming course will leave students with
good
programming habits, the ability to learn on their own and a favourable impression of the
field of Information Systems as a profession. Method.
The study used a case study design in
which
a
survey and interviews were conduc
t-
ed among 138 students currently
registered for a second year computer pr
o
gramming course
at large urban University in South Africa. Three instructors involved in teaching the class
were also interviewed to gauge their perspectives in relation to those offered by the st
u
dents.
Results.
Ou
r findings refutes the notion that the popular use of computer games in social co
n-
texts implies that they can be used successfully for teaching computer programming to bus
i-
ness students. This allowed us, as educators in a position of power over students, t
o reflect on
our intentions when re
-
designing cu
r
ricula. Discussion and
Conclusion.
We suggest that while teaching innovations should be linked to
a broader theme
reflexive practice of experimentation;
educators should encourage fee
d
back
from other stakeho
lders to foster ‘reflexive competence’, a desired property for transform
a-
tion of cu
r
ricula.Discussion and
Conclusion.
We suggest that while teaching innovations should be linked to
a broader theme
reflexive practice of experimentation;
educators should encourage fee
d
back
from other stakeho
lders to foster ‘reflexive competence’, a desired property for transform
a-
tion of cu
r
ricula. |
en_US |