This case study examined the self-directed and team-based learning activities of a software quality assurance organization in central Indiana. The skills required to assure a high level of software quality evolve rapidly and software quality professionals must embrace ongoing technology and process changes. The thirty focus group participants performed a variety of quality assurance tasks including configuration management, research, automated test development, test planning and execution, and team leadership. The case study was based on semi-structured interviews of four focus groups of software quality professionals, and explored the learning styles, preferences, and activities deployed to learn new technologies and solve complex software problems. Software products are becoming increasingly pervasive in our culture. The study of continuing education for the software quality profession is important due to our increased reliance on this profession to meet customer expectations for high-quality software products. The proliferation of software products in our culture has also increased the demand for software quality professionals. Those professionals who have access to continuing professional education to improve and maintain skills have the opportunity to meet customer expectations. There is no mandated certification or licensing for this profession therefore professionals are left to chart their own course of learning. This study sought to understand how these software quality professionals meet their continuing professional educational needs. As well, the study identified key resources required to support such continuing professional education both within the workplace and off the job. Future study of the role of critical self-reflection in establishing learning objectives could enhance our understanding of how software quality professionals identify and plan their learning activities. Further investigation of the value of computer programming and logic knowledge to the software quality professional would benefit our understanding of baseline skill requirements for the various roles performed in the profession. There are also opportunities to engage in future action research projects on co-location of teams, mentoring, and job rotation strategies, as employees were found to learn effectively from peers. / Department of Educational Studies

Subjects were 32 computer programmers employed in a large computerized tax-processing company in the Southwest. Ratings of each programmer's job performance by his/her immediate supervisor and scores on the Aptitude Test for Programmer Personnel (ATPP) were obtained. Relationships between test scores and criteria were examined to identify significant (p < .05) correlations. Statistical treatment of data included zero-order Pearson product-moment correlation, multiple linear regression, and first-order semi-partial correlation analyses. Results indicated that the ATPP did not successfully predict (2 >.05) the rated performance of the programmers.

Subjects were 34 computer programmers employed in a major computerized tax processing company. Scores in the Computer Programmer Aptitude Battery (CPAB) and ratings of each programmer's job performance by his immediate supervisor were obtained. The purpose of the study was to validate a selection test. The relationship between the aptitude battery and performance evaluations was examined to evaluate the test's ability in predicting programming performance. Statistical treatment of data included Pearson product-moment correlations and a multiple linear regression analysis. The total test scores and several of the subtests were found to be significantly correlated with performance.

Mobile agents hold significant benefits for the rapid expansion of Internet applications and current trends in computing. Despite continued interest, the promised deployment has not taken place, indicating a need for a programming model to introduce novice mobile agent programmers to this environment/paradigm. Accordingly the research question asked was, ”Since novice mobile agent programmers1 require a paradigm shift to construct successful systems, how can they be equipped to grasp the contextual issues and gain the necessary skills within reasonable time limits?” To answer the question, a complete reference providing contextual information and knowledge of mobile agent system development was compiled. Simultaneously novices are introduced to agent orientation. A generic mobile agent system architectural model, incorporating guidelines for programming mobile agents, further provides a framework that can be used to design a mobile agent system. These two structures are presented in a knowledge base that serves as a referencing tool to unlock concepts and knowledge units to novices while developing mobile agent systems. / Computing / (M.Sc. (Computer Science))

Software development is no longer a task limited to professionally trained computer programmers. Increasing support for software customization through scripting, the opening of application programmer interfaces on the Web, and a growing need for domain specific application support have all contributed to an increase in end-user programming. Unfortunately, learning to program remains a challenging task, and the majority of end-user programmers lack any formal education in software development. Instead, these users must piece together their understanding of programming through trial and error, examples found online, and help from peers and colleagues. While current approaches to address the difficulties facing end-user programmers seek to change the nature of the programming task, I argue that these challenges often mirror those faced by all novice programmers. Thus, pedagogical solutions must also be explored. This dissertation work investigates the challenges that end-user programmers face from a computer science education perspective. I have engaged in a cycle of learner-centered design to answer the high-level questions: What do users know; what might they need to know; how are they learning; and how might we help users discover and learn what they need or want to know? In so doing, I uniquely frame end-user programming challenges as issues related to knowledge and understanding about computer science. Rather than building new languages or programming tools, I address these difficulties through new types of instructional materials and opportunities for felicitous engagement with them. This work is contextualized within a specific domain of non-traditional programmers: graphic and web designers who write scripts as part of their careers. Through an in-depth, learner-centered investigation of this user population, this dissertation makes five specific contributions: (1) A detailed characterization of graphic and web design end-user programmers and their knowledge of fundamental computing concepts. (2) An analysis of the existing information space that graphic and web designers rely on for help. (3) The implementation of a novel case-based learning aid named ScriptABLE that is explicitly designed to leverage existing user practices while conveying conceptual knowledge about programming. (4) Initial confirmatory evidence supporting case-based learning aids for the informal computing education of web and graphic design end-user programmers. (5) An argument in support of the value of normative computing knowledge among informally trained programmers.

Mobile agents hold significant benefits for the rapid expansion of Internet applications and current trends in computing. Despite continued interest, the promised deployment has not taken place, indicating a need for a programming model to introduce novice mobile agent programmers to this environment/paradigm. Accordingly the research question asked was, ”Since novice mobile agent programmers1 require a paradigm shift to construct successful systems, how can they be equipped to grasp the contextual issues and gain the necessary skills within reasonable time limits?” To answer the question, a complete reference providing contextual information and knowledge of mobile agent system development was compiled. Simultaneously novices are introduced to agent orientation. A generic mobile agent system architectural model, incorporating guidelines for programming mobile agents, further provides a framework that can be used to design a mobile agent system. These two structures are presented in a knowledge base that serves as a referencing tool to unlock concepts and knowledge units to novices while developing mobile agent systems. / Computing / (M.Sc. (Computer Science))

The object-oriented paradigm is widely advocated and has been used in South African universities since the late 1990s. Object-oriented computer programming is based on the object-oriented paradigm where objects are the building blocks that combine data and methods in the same entity. Students' performance in object-oriented programming (OOP) is a matter of concern. In many cases they lack the ability to apply various supportive techniques in the process of programming. Efficient knowledge, skills and strategies are required during problem solving to enhance the programming process. It is often assumed that students implicitly and independently master these high-level knowledge, skills and strategies, and that teaching should focus on programming content and coding structures only. However, to be successful in the complex domain of OOP, explicit learning of both programming and supportive cognitive techniques is required. The objective of this study was to identify cognitive, metacognitive and problem-solving knowledge, skills and strategies used by successful and unsuccessful programmers in OOP. These activities were identified and evaluated in an empirical research study. A mixed research design was used, where both qualitative and quantitative methods were applied to analyse participants' data. As a qualitative research practice, grounded theory was applied to guide the systematic collection of data and to generate theory. The findings suggest that successful programmers applied significantly more cognitive-, metacognitive- and problem-solving knowledge, skills and strategies, also using a greater variety, than the unsuccessful programmers. Since programming is complex, we propose a learning repertoire based on the approaches of successful programmers, to serve as an integrated framework to support novices in learning OOP. Various techniques should be used during problem solving and programming to meaningfully construct, explicitly reflect on, and critically select appropriate knowledge, skills and strategies so as to better understand, design, code and test programs. Some examples of teaching practices are also outlined as application of the findings of the study. / Mathematical Sciences / PhD. (Nathematics, Science and Tecnical Education)

The object-oriented paradigm is widely advocated and has been used in South African universities since the late 1990s. Object-oriented computer programming is based on the object-oriented paradigm where objects are the building blocks that combine data and methods in the same entity. Students' performance in object-oriented programming (OOP) is a matter of concern. In many cases they lack the ability to apply various supportive techniques in the process of programming. Efficient knowledge, skills and strategies are required during problem solving to enhance the programming process. It is often assumed that students implicitly and independently master these high-level knowledge, skills and strategies, and that teaching should focus on programming content and coding structures only. However, to be successful in the complex domain of OOP, explicit learning of both programming and supportive cognitive techniques is required. The objective of this study was to identify cognitive, metacognitive and problem-solving knowledge, skills and strategies used by successful and unsuccessful programmers in OOP. These activities were identified and evaluated in an empirical research study. A mixed research design was used, where both qualitative and quantitative methods were applied to analyse participants' data. As a qualitative research practice, grounded theory was applied to guide the systematic collection of data and to generate theory. The findings suggest that successful programmers applied significantly more cognitive-, metacognitive- and problem-solving knowledge, skills and strategies, also using a greater variety, than the unsuccessful programmers. Since programming is complex, we propose a learning repertoire based on the approaches of successful programmers, to serve as an integrated framework to support novices in learning OOP. Various techniques should be used during problem solving and programming to meaningfully construct, explicitly reflect on, and critically select appropriate knowledge, skills and strategies so as to better understand, design, code and test programs. Some examples of teaching practices are also outlined as application of the findings of the study. / Mathematical Sciences / PhD. (Nathematics, Science and Tecnical Education)

This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed. To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using visualization tools to teach programming was synthesized from the literature on computing education research CER, educational psychology and computer graphics. Guidelines were supplemented with reasons or explanations for their recommendation and considerations to be taken into account when using a guideline. The framework was enhanced by lessons learnt during the development and testing of the tutorial. The tutorial was tested and refined during two implementation cycles. Both cycles included quantitative and qualitative investigations. All students registered for the introductory module received the tool with their study material. For the quantitative investigations, students completed a questionnaire after using the tutorial. Through the questionnaire biographical data was acquired, the manner in which students used the tutorial and how they experienced using it. The responses to the questionnaires were statistically analysed in combination with respondents’ final marks. The statistical modelling indicated that the students’ biographical properties (a combination of level of programming experience, marks obtained for Mathematics and English in matric and first-time registration for COS1511 or not), had the biggest impact on their final marks by far. During the qualitative investigations students were eye tracked in a Human-Computer Interaction laboratory. The gaze replays in both cycles revealed that students’ reading skills impacted largely on their success, connecting with the findings from the quantitative investigations. Reflections on why the tutorial did not achieve its purpose; and why poor reading skills may have such a strong effect on learning to program, contribute some theoretical understanding as to how novices learn to program. / Computer Science / D. Phil. (Computer Science)

Essa pesquisa teve por objetivo central analisar a formação de programadores de software do Arranjo Produtivo Local (APL) de Tecnologia da Informação (TI), da região sudoeste do Paraná. Considerando a emergência desse setor a partir da década de 1990 no Brasil e, posteriormente, seu fortalecimento na região sudoeste desse Estado na última década, esforços foram empreendidos na constituição de processos formativos para o atendimento das demandas de qualificação da força de trabalho no setor. Atrelada à existência do APL, a oferta de cursos de graduação em instituições públicas e privadas da região nos levaram a considerar os processos formativos na área de Tecnologia da Informação um objeto a ser explorado, especialmente a partir de uma perspectiva dos estudos de trabalho e educação, perpassando os estudos de Ciência, Tecnologia e Sociedade. Diante disso, buscamos entender como é realizada a formação e qualificação para o trabalho na área, tanto nos cursos de graduação como na própria prática produtiva, analisando a aderência ou não das Instituições de Ensino Superior (IES) às demandas do setor produtivo. Destacamos, ainda, os processos de autoqualificação pelos quais passam os programadores de software, entendidos por nós como ampliação da exploração dessa força de trabalho. Pautados na orientação teórico-metodológica do materialismo histórico e dialético, realizamos análise de referências sobre a temática, de documentos orientadores para os cursos de graduação e dos dados obtidos na pesquisa de campo, que contou com questionários e entrevistas com programadores de software da região e entrevistas com coordenadores de cursos de graduação da área de TI. Diante disso, entre tantas questões, pudemos concluir a existência de um tríplice e constante processo de formação desses trabalhadores, composto pela educação formal, a aprendizagem na prática produtiva e a autoqualificação. Esses processos, permeados ideologicamente pelos discursos de empreendedorismo, são naturalizados levando à intensificação do trabalho e da aprendizagem. Dessa maneira, há uma ampliação da exploração de sua força de trabalho, que, ao qualificar-se constantemente, implica diretamente na produção de mais-valia relativa. / The main objective of this research was to analyze the training of software programmers from the Local Productive Arrangement (APL) of Information Technology (IT), in the southwestern region of Paraná. Considering the emergence of this sector from the 1990s in Brazil and later its strengthening in the southwestern region of the State of Paraná in the last decade, efforts were made in the constitution of formative processes to meet the demands of qualification of the workforce in the sector. Linked to the existence of APL, the offer of undergraduate courses in public and private institutions in the region led us to consider the training processes in the area of Information Technology an object to be explored, especially from a perspective of work and education studies , passing through the studies of Science, Technology and Society. Therefore, we seek to understand how the training and qualification for the work in the area is carried out, both in the undergraduate courses and in the productive practice itself, analyzing the adherence or not of Higher Education Institutions (IES) to the demands of the productive sector. We also highlight the self-qualification processes through which software programmers, understood by us as an expansion of the exploitation of this workforce, pass. Guided by the theoretical-methodological orientation of the dialectical historical materialism, we carried out an analysis of references on the subject, of guiding documents for the undergraduate courses and of the data obtained in the field research, which included questionnaires and interviews with software programmers from the region and interviews with coordinators of undergraduate IT courses. Faced with this, among many questions, we could conclude the existence of a threefold and constant process of training these workers, composed of formal education, learning in productive practice and self-qualification. These processes, permeated ideologically by the discourses of entrepreneurship, are naturalized leading to the intensification of work and learning. In this way, there is an expansion of the exploitation of its workforce, which, by constantly qualifying, directly implies the production of relative surplus value.