Faculty of Accounting and Informatics

Learners at tertiary institutions struggle with writing object-oriented programs in complex object-oriented programming (OOP) languages. This paper describes a study that sought to improve learners’ understanding of programming in the domain of OOP. This was done through the use of a visual programming environment (VPE) called Alice, which was designed to help novice programmers learn OOP concepts, whilst creating animated movies and video games. A questionnaire was administered to obtain quantitative and qualitative data regarding learners’ understanding of OOP and their experience with the Alice environment. Findings indicate that learners spend insufficient time on programming exercises and struggle with problem-solving, applying OOP concepts, and abstraction. However, the use of Alice addressed challenges faced by experiment participants within the object-oriented domain and improved their motivation to learn OOP. Further results revealed that the test and exam performance of learners who used Alice, was not statistically better than those of similar learners who were not exposed to the Alice intervention.

The term motivation is derived for the Latin word “movere”, which means to move. Motivation is broadly defined as forces within a person that cause interest and direction to pursue a goal. The emphasis is usually on a voluntary effort. The person has got to want to do the act otherwise it will not be completed. Motivation in any tertiary institution is difficult but especially to large groups of first year students who are ill equipped for Tertiary Institutions. Blended and collaborative learning is seen as solution to this lack of learner motivation. The design and implementation of these learning types are described and discussed. A common phenomenon in many tertiary institutions is to try and be as resourceful as possible. Lecturing to large groups is a common solution, as it requires one lecturer and a venue limited number of students. It then becomes the lecturer’s challenge to become as creative as possible in administering these students and creating an environment of learning and motivation. This paper examines how e-Learning may encourage and support effective learning. More specifically the paper argues that effective e-Learning should utilise both the Internet and merge it with traditional face to face teaching and learning practices, with the emphasis on using principles of engagement theory. Effective learning refers to the connection between effective learning processes such as collaboration, interaction, participation and learning outcomes and objectives which are higher order thinking skills, critical thinking and problem solving skills. In reviewing the literature, there is clear evidence that by using the Internet exciting opportunities are provided to both learners and lecturers that promote collaborative, project based and authentic activities, which are not capable in the traditional face to face mode of teaching. Action research according was used in this study. Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out. A total group of 110 first year students doing Information Administration 1 theory in 2014 academic year used for this study. Through reflection in writing up this paper I have taken a good look at my own delivery methods and hope to implement a blended learning style that will not only encourage the students to change the way they do things but also me as the deliverer. Blended learning is a term used to describe the way e-learning is combined with traditional methods and independent study. Blended instruction is more effective than purely face-to-face or purely online classes. Blending learning methods can also result in high levels of student achievement more effective than face-to-face learning. By using a combination of digital instructional and one-one face time, students can work on their own with new concepts which frees the lecturer up to circulate and support individual students who may need individualised attention. Blended learning allows students to work at their own pace, making sure they fully understand new concepts before moving on.

Faculty of Accounting and Informatics

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