Learning to code in a conversion course with content co-creation
Learning to code in a conversion course with content co-creation
Teaching programming to mixed-background learners poses the challenge of balancing the learning experience in the class. In this research, we investigated the impact of content co-creation teaching approach for a programming module in the master's conversion course. The content co-creation allowed students to create their own problem to solve using the programming skills they learn in class. The class test and questionnaire were used to evaluate the effectiveness of the teaching approach. The results showed that there were no significant differences in test score between students with a computing and non-computing background. The participating students had a strong positive opinion about the teaching approach.
content co-creation, mixed-background learners, programming
769-769
Association for Computing Machinery
Andritsch, Jarutas
440cb13b-d4ec-4e28-a076-2d883fe3359a
Wilde, Adriana
4f9174fe-482a-4114-8e81-79b835946224
Arm, Karen
7d8efa74-74cd-4e72-8ac5-57e360f06e69
17 June 2025
Andritsch, Jarutas
440cb13b-d4ec-4e28-a076-2d883fe3359a
Wilde, Adriana
4f9174fe-482a-4114-8e81-79b835946224
Arm, Karen
7d8efa74-74cd-4e72-8ac5-57e360f06e69
Andritsch, Jarutas, Wilde, Adriana and Arm, Karen
(2025)
Learning to code in a conversion course with content co-creation.
In ITiCSE 2025 - Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education.
vol. 2,
Association for Computing Machinery.
.
(doi:10.1145/3724389.3730812).
Record type:
Conference or Workshop Item
(Paper)
Abstract
Teaching programming to mixed-background learners poses the challenge of balancing the learning experience in the class. In this research, we investigated the impact of content co-creation teaching approach for a programming module in the master's conversion course. The content co-creation allowed students to create their own problem to solve using the programming skills they learn in class. The class test and questionnaire were used to evaluate the effectiveness of the teaching approach. The results showed that there were no significant differences in test score between students with a computing and non-computing background. The participating students had a strong positive opinion about the teaching approach.
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More information
Published date: 17 June 2025
Venue - Dates:
30th Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE 2025, , Nijmegen, Netherlands, 2025-06-27 - 2025-07-02
Keywords:
content co-creation, mixed-background learners, programming
Identifiers
Local EPrints ID: 507282
URI: http://eprints.soton.ac.uk/id/eprint/507282
ISSN: 1942-647X
PURE UUID: 20a499b1-b903-4814-a3a7-23d663710b68
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Date deposited: 03 Dec 2025 17:31
Last modified: 04 Dec 2025 02:42
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Contributors
Author:
Jarutas Andritsch
Author:
Adriana Wilde
Author:
Karen Arm
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