Thesis (M.S.)--West Virginia University, 1998. / Title from document title page. Document formatted into pages; contains 84 p. : ill. (some col.). Includes bibliographical references (p. 56-57).

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study compares instructor self-perceptions with student perceptions of teaching quality using the same 16-item evaluation instrument. Three hypotheses were investigated: (1) Instructors' self-evaluations will be higher than those of their respective students; (2) The more similar student-instructor perceptions, the more likely instructors will receive a higher score compared to when student-instructor perceptions are more divergent; and (3) Students taking a course as a major requirement will be more critical of the instructor than those students taking the course as distribution requirement or an elective. A total of 1,524 individuals (1,452 graduate students and 72 instructors) in a part-time evening computer science program participated in the study of 79 courses over the spring and fall semesters of 1996. Overall, instructors generally perceived themselves more positively than their students, although statistically significant differences were observed for only three relevant items (involving grading fairness, presentation clarity and instructor enthusiasm) of the 16 items evaluated. Instructors whose perceptions were more similar to their students were generally rated higher than those instructors whose perceptions were more divergent from their students; however, the difference was not significant. Finally, contrary to the third hypothesis, the reason for taking a course did not have a significant effect on student ratings of the instructor. / 2031-01-02

Psycholinguistic research shows that it is unreasonable to expect programmers to easily find minor typos in their otherwise correct code. The Python Error Support Tool PEST was designed and developed to address this. PEST offers an explanation for why the error happened and presents a list of possible fixes that will allow the user’s code to compile. This tool was evaluated by several students with a beginner’s level of expertise in Python, and feedback was generally positive with tangible steps for improvement.

This project investigated the integration of computer-assisted education at Pinelands High School. A literature search was done on the definition of, the infrastructure for and models of, the integration of computer-assisted education. A new model, the Evolutionary Model, of computer-assisted education was developed, Computer-assisted education at Pinelands High School was measured in terms of the necessary infrastructure and the five phases of the Evolutionary Model. The school has integrated computer-assisted education and many of the teachers are involved at the second phase of the Evolutionary Model. The staff of the Computer and Mathematics departments are ahead of the general staff in the integration of computer-assisted education. / Dissertation (MEd)--University of Pretoria, 2004. / Humanities Education / MEd / Unrestricted

Introductory computer science courses can be notoriously difficult for students, especially those outside of the major. There are many reasons for this, but the programming software itself may play a significant role.  To address this issue, we have developed Pythy, a web-based programming environment that allows students to write, execute, and test programming assignments from within the familiar interface of a web browser.  In this work, we discuss various aspects of Pythy in detail, including the rationale behind its design, the system architecture on which it is built, and the various functions offered by the software.  Next, we discuss an evaluation of Pythy\'s effectiveness during a programming course for non CS-majors offered at Virginia Tech, comparing it to a different software solution used in another programming course.  Results suggest that Pythy was successful in several target areas, including making it easier to get started with programming and providing feedback about program behavior.  Access log data from Pythy itself reveals details about how students used the system.  Finally, we conclude with a summary of key contributions and suggest some potential future directions for the system. / Master of Science

For nearly three decades, researchers have studied the persistent underrepresentation of women in computer science and computing-related fields. Findings indicate that recruitment and retention strategies result in short-term gains in interest and diversity in computer science. One recruitment strategy that shows promise to increase student interest in computer science is after-school programs. To increase the number of students exposed to and interested in computer science and Science, Technology, Engineering, and Math (STEM) fields, a suburban school district in southeastern Pennsylvania started an after-school program. This fee-based program offers seven-week long robotics, programming, and science experiment courses for elementary and middle school students. This study used a quantitative approach with the expectancy-value model as the theoretical framework to examine whether there are lasting effects from this after-school program on course and career selection. The results show a higher likelihood of study participants, each of whom participated in an after-school program, to select computer science in high school than the general high school population. The results also show that the rate of computer science choice for this group is also significant when accounting for the gender of the participants. Family dynamics may have been the influencing factor. The results are not supportive of the after-school program influencing participants to study computer science at the collegiate level, but there is some support for study participants interest in a computing career. / Educational Psychology

This causal and correlational study was designed to extend the Technology Acceptance Model (TAM) and to test its applicability to Valencia Community College (VCC) Engineering and Technology students as the target user group when investigating the factors influencing their decision to adopt and to utilize VMware as the target technology. In addition to the primary three indigenous factors: perceived ease of use, perceived usefulness, and intention toward utilization, the model was also extended with enjoyment, external control, and computer self-efficacy as antecedents to perceived ease of use. In an attempt to further increase the explanatory power of the model, the Task-Technology Fit constructs (TTF) were included as antecedents to perceived usefulness. The model was also expanded with subjective norms and voluntariness to assess the degree to which social influences affect students decision for adoption and utilization. This study was conducted during the fall term of 2009, using 11 instruments: (1) VMware Tools Functions Instrument; (2) Computer Networking Tasks Characteristics Instrument; (3) Perceived Usefulness Instrument; (4) Voluntariness Instrument; (5) Subjective Norms Instrument; (6) Perceived Enjoyment Instrument; (7) Computer Self-Efficacy Instrument; (8) Perception of External Control Instrument; (9) Perceived Ease of Use Instrument; (10) Intention Instrument; and (11) a Utilization Instrument. The 11 instruments collectively contained 58 items. Additionally, a demographics instrument of six items was included to investigate the influence of age, prior experience with the technology, prior experience in computer networking, academic enrollment status, and employment status on student intentions and behavior with regard to VMware as a network virtualization technology. Data were analyzed using path analysis, regressions, and univariate analysis of variance in SPSS and AMOS for Windows. The results suggest that perceived ease of use was found to be the strongest determinant of student intention. The analysis also suggested that external control, measuring the facilitating conditions (knowledge, resources, etc) necessary for adoption was the highest predictor of perceived ease of use. Consistent with previous studies, perceived ease of use was found to be the strongest predictor of perceived usefulness followed by subjective norms as students continued to use the technology. Even though the integration of the task-technology fit construct was not helpful in explaining the variance in student perceived usefulness of the target technology, it was statistically significant in predicting student perception of ease of use. The study concluded with recommendations to investigate other factors (such as service quality and ease of implementation) that might contribute to explaining the variance in perceived ease of use as the primary driving force in influencing student decision for adoption. A recommendation was also made to modify the task-technology fit construct instruments to improve the articulation and the specificity of the task. The need for further examination of the influence of the instructor on student decision for adoption of a target technology was also emphasized.

In recent years there has been considerable adoption of the IMS Learning Tools Interoperability (LTI) standard among both Learning Management Systems (LMS), and learning applications. The LTI standard defines a way to securely connect learning applications and tools with platforms like LMS, enabling content from external learning tools to appear as if it were a native part of the LMS, and enabling these learning tools to send users' scores directly to the gradebook in the LMS. An example of such a learning tool is the OpenDSA eTextbook system which provides materials that cover a variety of Computer Science-related topics, incorporating hundreds of interactive visualizations and auto-graded exercises. Previous work turned OpenDSA into an LTI tool provider, allowing for OpenDSA eTextbooks to be integrated with the Canvas LMS. In this thesis, we further explore the problem of connecting educational systems while documenting challenges, issues, and design rationales. We expand upon the existing OpenDSA LTI infrastructure by turning OpenDSA into an LTI tool consumer, thus enabling OpenDSA to better integrate content from other LTI tool providers. We also describe how we expanded OpenDSA's LTI tool provider functionality to increase the level of granularity at which OpenDSA content can be served, and how we implemented support for several LMS, including challenges faced and remaining issues. Finally, we discuss the problem of sharing analytics data among educational systems, and outline an architecture that could be used for this purpose. / Master of Science / In recent years there has been considerable adoption of the IMS Learning Tools Interoperability (LTI) standard among Learning Management Systems (LMS) like Blackboard and Canvas, and among learning tools. The LTI standard allows for learning tools to be securely connected with platforms like LMS, enabling content from external learning tools to appear as if it were built into the LMS, and enabling these learning tools to send users’ scores directly to the gradebook in the LMS. An example of such a learning tool is the OpenDSA online textbook system which provides materials that cover a variety of Computer Science-related topics, incorporating hundreds of interactive visualizations and auto-graded exercises. Previous work enabled OpenDSA textbooks to be connected with the Canvas LMS using LTI. In this thesis, we further explore the problem of connecting educational systems while documenting challenges, issues, and design rationales. We expand the existing OpenDSA system to allow OpenDSA to better integrate content from other learning tools. We also describe how we expanded OpenDSA’s features to increase number of ways that OpenDSA content can be consumed, and how we implemented support for adding OpenDSA content to several LMS, including challenges faced and remaining issues. Finally, we discuss the problem of sharing analytics data among educational systems, and outline a potential way to connect educational systems for this purpose.

OpenDSA is a system for creating rich eTextbooks that combine quality text with visualizations and interactive, auto-graded exercises. As OpenDSA gains recognition, its use increases each year. This mandates a scalable, reliable, and sustainable infrastructure to accommodate the fast-growing demand for OpenDSA access. We implemented OpenDSA-LTI, an interoperable infrastructure which transforms OpenDSA from a standalone, self-contained eTextbook to an integrated learning tool communicating with a Learning Management System (LMS) through the Learning Tool Interoperability (LTI) protocol. OpenDSA-LTI delivers OpenDSA content and interactive materials to students through a reliable and secure LMS interface. LTI integration encourages OpenDSA adoption by providing easy, intuitive tools that help instructors to build and generate OpenDSA eTextbooks in their LMS courses. OpenDSA-LTI allows OpenDSA content developers to take advantage of various tools already provided by the LMS instead of reproducing these through their own proprietary services. The OpenDSA-LTI extendable design allows for adding new LTI-compliant exercises to OpenDSA books. This changes OpenDSA developers' efforts to searching for learning tools instead of reimplementing them. As an example, instead of maintaining the original OpenDSA programming evaluation engine, we could easily replace it with the Code Workout online drill-and-practice system. Since its launch in August 2016 until June 2017, OpenDSA-LTI has hosted 36 active courses offered by 25 different universities in 6 countries, 41 instructors have used OpenDSA-LTI to host their courses on the Canvas LMS, and the system has 2,729 registered students. / Master of Science

Improvements in both software and curricula have helped introductory computer science courses attract and retain more students. Pythy is one such online learning environment that aims to reduce software setup related barriers to learning Python while providing facilities like course management and grading to instructors. To further enable its goals of being beginner-centric, we want to integrate full support for media-computation-style programming activities. The media computation curriculum teaches fundamental computer science concepts through the activities of manipulating images, sounds and videos, and has been shown to be successful in retaining students and helping them gain transferable knowledge. In this work we tackle the first two installments of the problem namely, supporting image and sound-based media computation programs in Pythy. This involves not only client-side support that enables students to run media-computation exercises in the browser, but also server-side support to leverage Pythy's auto-grading facilities. We evaluated our implementation by systematically going through all 82 programs in the textbook that deal with image and sound manipulation and verifying if they worked in Pythy as-is, while complementing this with unit-tests for full test coverage. As a result, Pythy now supports 65 out of the 66 media-computation methods required for image and sound manipulation on both the client and the server-side, and 81 out of the 82 programs in the media-computation textbook can be executed as-is in Pythy. / Master of Science