![]() ![]() The complete list of CLOs is presented in Appendix A. In this work, we focus on the knowledge and skills learning outcomes. A quality assurance practice followed in the faculty under study implies that course objectives should comprise objectives from the three different thinking levels, knowledge, skills, and values. A typical notebook contains a series of programming statements explaining a particular concept or a (CLO) followed by coding and open-ended questions to drive the students to think, analyze and articulate their comprehension of the presented topic. Therefore, Jupyter is used as a tool to combine theoretical and practical lessons to achieve interactive teaching. Those programming course lectures relying on either PowerPoint slides only or applying the basic model of theoretical class and other separate computer/lab classes cannot effectively convey the basic points in the course. ( 2020) refer to the traditional programming teaching process as a combination of a separate theoretical class and a computer/lab class, usually conducted at different times and locations. A traditional teaching method can mean theoretical lecturing class using PowerPoint slides. In this course, some traditional lectures were replaced with hands-on classes using Jupyter notebooks. A notebook combines the functionality of a word processor and a "shell" or "kernel" to execute programming statements, where the output is generated in line with the code. Jupyter notebook is a web-based application for creating and sharing code. To address the need to expand understanding of SNA concepts and to help enhance female students’ performance in such a course, this research investigates the impact of employing an interactive programming tool, Jupyter notebooks (Perez & Granger, 2007), on supporting deeper conceptual understanding, and therefore, better attainment levels of the Course Learning Outcomes (CLOs). ![]() ![]() Nowadays, much research is directed towards interactive, hands-on learning as it is effective for learners (Franco & DeLuca, 2019). Additionally, many studies (Wagner, 2016), (Crues et al., 2018) state that female students show a gender gap in computer science-related courses compared to male students. SNA is rooted in graph theory, discrete math, and social studies (Easley & Kleinberg, 2010), a blend that requires careful planning to deliver effectively. Social Network Analysis (SNA) is the science that studies social networks by representing users and relationships as nodes and edges and employing graph theory to mine various descriptive statistics and other hidden patterns of communication dynamics (Easley & Kleinberg, 2010). With the widespread of social media platforms available in the current era, the need to understand and analyze social networks and the underlying communication patterns has become increasingly vital. Moreover, the interactive nature of Jupyter enhanced engagement and brought enjoyment to the learning experience. ![]() Our results showed that most students correctly perceived the learning outcomes and knowledge introduced within the Jupyter environment. A mixed approach was applied, mid-term exam documents were investigated qualitatively, and the questionnaire was analyzed quantitatively. Document analysis and questionnaire were used as data collection methods. The work also highlights the overall experience and enjoyment this tool brought to the classroom. To address these issues, this research investigates the impact of employing a web-based interactive programming tool, Jupyter notebooks, on supporting deeper conceptual understanding and, therefore, better attainment levels of the course learning outcomes in a female setting. Many studies show that female students perform poorly in computer science-related courses compared to male students. Social network analysis involves delicate and sophisticated mathematical concepts which are abstract and challenging to acquire by traditional methods. ![]()
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