Unit:
Κατεύθυνση Τεχνολογίες Πληροφορικής και ΕπικοινωνιώνΠληροφορική
Author:
Lelakis Anastasios
Supervisors info:
Αγορίτσα Γόγουλου, Ε.ΔΙ.Π., Τμήμα Πληροφορικής & Τηλεπικοινωνιών, ΕΚΠΑ
Original Title:
Μαθητοκεντρική προσέγγιση στην εξ αποστάσεως εκμάθηση της γλώσσας προγραμματισμού JAVA
Translated title:
Student-centered approach to distance learning of the JAVA programming language
Summary:
This postgraduate thesis focuses on the student-centered approach to distance learning of the Java programming language, taking into account the integration of Information and Communication Technologies in the educational process.
The evolution of computers and the Internet have led to the use of Information and Communication Technologies in the educational process. New technologies such as e-learning and the use of Web 2.0 tools have influenced the way we teach. Also, online learning platforms and management systems support the work of the teacher as they facilitate the creation of educational material and the management of a lesson regardless of space and time.
Training in programming and more specifically Java programming language is applied in many universities and organizations as part of the course "Computer Science". The most common way of teaching is based on the presentation of slides and practicing through exercises which contains only behavioral elements.
The present paper introduces learning theories, introduces the characteristics of teacher-centered and student-centered methods, describes alternative methods for teaching programming, and analyzes how ICTs are used in distance education. He then teaches an introductory course in Java programming language, “Learner-Centered Java Education”, which builds on the theory of constructivism, supports a learner-centered approach and relies on distance education.
The course is aimed at adults with no programming experience. Its design has been implemented so that the learner is at the center of the learning process and has an active role in constructing knowledge. In addition, the learner is allowed to attend the lesson without strictly adhering to a predetermined curriculum but at his / her own pace.
Finally, the course was evaluated by five “experts” in didactics of informatics and three trainees. The results revealed that the course follows a learner centered approach, provides a friendly learning environment and contributes to a constructive acquisition of new knowledge.
Main subject category:
Technology - Computer science
Keywords:
distance learning, constructivism, Java programming language, Moodle, learner-centered
