Publication Type

Journal Article

Version

Postprint

Publication Date

5-2012

Abstract

Differentiated instruction in the form of tiered take-home lab exercises was implemented for students of an undergraduate-level programming course. This paper attempts to uncover the perceptions and usage patterns of students toward these new lab exercises using a comprehensive survey. Findings reveal that these tiered exercises are generally very well received and preferred over their traditional "one size fits all" counter-parts. Although the study does not show that tiered exercises have improved proÞciency or scores, it does seem to indicate higher student engagement and motivation levels. Based on the survey results, a list of recommendations is put forth for the structure and format of tiered exercises that can be applied to future offerings of this programming course as well as to other similar courses.

Keywords

Computer science education, differentiated instruction, differentiated learning, educational activities, higher education, student engagement and satisfaction, teaching and learning strategies

Discipline

Curriculum and Instruction | Higher Education | Software Engineering

Research Areas

Software Systems

Publication

IEEE Transactions on Education

Volume

55

Issue

2

First Page

213

Last Page

217

ISSN

0018-9359

Identifier

10.1109/TE.2011.2162070

Publisher

IEEE Education Society

Embargo Period

9-1-2011

Copyright Owner and License

IEEE

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Additional URL

http://dx.doi.org/10.1109/TE.2011.2162070

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