Learning Programming: Enhancing Quality through Problem-based Learning

Abstract

The teaching of introductory programming to an increasingly diverse student population is problematic. This paper provides initial description and reflection from an Action research Project that is designed to improve the learning of programming through Problem-based Learning (PBL). The introduction of PBL provides a student-centred active-learning model, closely aligned to learning outcomes and assessment. This team-based approach mirrors industrial practice. PBL may also take account of the “radical novelty of programming” (Dijkstra) because learning is controlled by the student, starting from their existing conceptual framework. The paper explains the rationale for using PBL as a strategy for the learning of introductory programming. It also outlines a model for implementation and provides an initial analysis of the success of the approach, together with plans for the next Action Research cycle