Low-Contact Learning in a First Year Programming Course

Roy Johnston
Department of Computer Science, The University of Melbourne, Parkville 3052, Australia.

Alistair Moffat
Department of Computer Science, The University of Melbourne, Parkville 3052, Australia.

Harald Sondergaard
Department of Computer Science, The University of Melbourne, Parkville 3052, Australia.

Peter Stuckey
Department of Computer Science, The University of Melbourne, Parkville 3052, Australia.

Status

Proceedings of the 1996 Australian Computer Science Education Conference, Sydney, July 1996, pages 19-26.

Abstract

Very large class sizes for introductory programming subjects pose a variety of problems, logistic as well as pedagogic. In response to these problems, we are experimenting with optional low-contact streams in a class of 750 first year students. Motivated and disciplined students are offered the alternative of fewer lectures and tutorials, that is, less direct contact, in return for more (compulsory) homework and increased feed-back, that is, more indirect contact. With a home computer and a link to the University, such students can take the subject with more flexible timetabling. We provide material to support the higher degree of self-study and tools for students to monitor their own progress.

This paper describes how the low-contact streams are organised and discusses the advantages and disadvantages of the approach. A thorough evaluation is not possible yet, but our initial impression is that both traditional and self-paced students benefit---the traditional students are better catered for in a course that is pitched at a slightly lower and less challenging level, and the self-paced students respond to the challenge and extend themselves in a manner that might not occur in a large lecture group.