Flexible, student-centred remote learning for programming skills development

ROWLETT, Peter and CORNER, Alexander (2021). Flexible, student-centred remote learning for programming skills development. International Journal of Mathematical Education in Science and Technology.

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    During the COVID-19 pandemic, teaching of programming for undergraduate mathematicians was moved online. This was delivered asynchronously, with students working through notes and exercises and asking for help from staff via online messages as needed. Staff delivery time was redirected from content delivery into a formal system of formative assessment, which replaced informal discussion and feedback during in-person classes. Formative tasks were submitted and feedback provided via GitHub Classroom. Students were broadly positive about the formative feedback system and mixed about the need for live delivery. Formal formative feedback highlighted that students may hold incorrect views about the accuracy of task completion, making formal formative submission an effective use of staff delivery time.

    Item Type: Article
    Uncontrolled Keywords: programming; coding; formative assessment; remote learning; Education; 0199 Other Mathematical Sciences; 1302 Curriculum and Pedagogy
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 29 Sep 2021 11:19
    Last Modified: 29 Sep 2021 11:30
    URI: http://shura.shu.ac.uk/id/eprint/29110

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