2024 ASEE Annual Conference & Exposition

Shaking The Silos: Impact of Sequential Live Coding on Students' Performance and Perceptions

Presented at Programming Education 2

In today’s era, computer programming is a fundamental skill required of all undergraduate students, especially those in computing and engineering disciplines. Due to the conceptually challenging nature of programming courses, efforts have been made to improve student learning outcomes, and multiple instructional mechanisms that provide hands-on experiences have been proposed. One commonly used mechanism has been dynamic live coding. Although live coding by instructors is an invaluable source of learning, it has certain disadvantages, such as passive attention and limited hands-on experience. Keeping the essence of live coding, we examine the impact of a newly introduced “Sequential Live Coding” strategy on students’ performance. “Sequential Live Coding” differs from traditional live coding in four main aspects: 1) multiple students are selected for each program coding session, 2) live coding is done by the students, where they take turns to complete the program, 3) the students explain their work to the class, and 4) instructor uses the backward lecture style (the completed program is used to lecture) to highlight and expand on the key points of the program in a step by step manner. This paper examines the effectiveness of this approach, focusing on two research questions: 1) Does performance in exams differ between the students who participated in “Sequential Live Coding” and those who did not participate? and 2) What are students’ perceptions regarding “Sequential Live Coding”? The data were collected from 70 students enrolled in two programming courses, i.e., Python and C++. Using convergent parallel mixed methods research design, the study presents the results after triangulating qualitative (end-of-semester questionnaire of students’ perceptions) and quantitative data (students' exam scores). It provides the convergence and divergence of using such activity in two programming courses as part of a real classroom investigation.

Authors

Kwansun Cho University of Florida [biography]

Kwansun Cho is an Instructional Assistant Professor of the Department of Engineering Education, in the UF Herbert Wertheim College of Engineering. She has been teaching introductory computer programming courses for engineers. She holds two Masters’ degrees in Electrical and Computer Engineering from the University of Florida and Yonsei University, specializing in speech signal processing. Her educational research interests include improved flipped classroom teaching/learning for students, and computer- or web-assisted personalized learning.
Syeda Fizza Ali Texas A&M University [biography]

Syeda Fizza Ali is currently pursuing her PhD in Interdisciplinary Engineering (emphasis in Engineering Education) at Texas A&M University. She works as a graduate research assistant at the Department of Multidisciplinary Engineering. Her work focuses on instructional strategies in engineering, and educational technology. She is also passionate about student mental health and broadening participation in engineering.
Sung Je Bang Texas A&M University [biography]

Sung Je Bang is a PhD student in the Department of Multidisciplinary Engineering at Texas A&M University. He holds a Bachelor of Science and a Master of Science in Computer Engineering from the Department of Computer Science and Engineering at Texas A&M University. During his studies, Sung Je gained industry experience as a software engineering intern. Currently, he serves as a Graduate Research Assistant in the Department of Multidisciplinary Engineering. His research interests include large language models, identity theory, and engineering education.
Dr. Saira Anwar http://orcid.org/https://0000-0001-6947-3226 Texas A&M University [biography]

Saira Anwar is an Assistant Professor at the Department of Multidisciplinary Engineering, Texas A and M University, College Station. She received her Ph.D. in Engineering Education from the School of Engineering Education, Purdue University, USA. The Department of Energy, National Science Foundation, and industry sponsors fund her research. Her research potential and the implication of her work are recognized through national and international awards, including the 2023 NSTA/NARST Research Worth Reading award for her publication in the Journal of Research in Science Teaching, 2023 New Faculty Fellow award by IEEE ASEE Frontiers in Education Conference, 2022 Apprentice Faculty Grant award by the ERM Division, ASEE, and 2020 outstanding researcher award by the School of Engineering Education, Purdue University. Dr. Anwar has over 20 years of teaching experience at various national and international universities, including the Texas A and M University - USA, University of Florida - USA, and Forman Christian College University - Pakistan. She also received outstanding teacher awards in 2013 and 2006. Also she received the "President of Pakistan Merit and Talent Scholarship" for her undergraduate studies.

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