Design and evaluation of an alternative programming paradigms course
Design and evaluation of an alternative programming paradigms course
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替代编程范例课程的设计和评估
DOI：
10.1016/j.tele.2016.09.014
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发表时间：
2017
影响因子：
8.5
通讯作者：
José Quiroga
中科院分区：
文献类型：
--
作者：
Francisco Ortin;José Manuel Redondo López;José Quiroga
最常见的编程范式的知识，以及每个范式提供的基本抽象，是软件工程本科生要达到的能力。这些抽象还包括并发和并行编程的基础，存在于不同的编程范式中。在现有的软件工程学位中，这些能力被分配到编程技术和范式课程。我们提出的方法，在该课程的设计，教面向对象的，功能性的，并发和并行编程的二年级本科生与Java的基本知识。课程的时间限制使我们无法使用各种编程语言。在分析了不同的替代方案后，我们选择了C#来教授课程。我们描述了面临的最重要的挑战以及我们如何应对这些挑战。该课程的成功率略高于同一年和同一学位的其他课程，而表现率和平均分数是类似的。年龄和性别对期末成绩没有影响，但重考学生的评价显著差于初考学生。学生的自我评价显示，建议的课程有很大的影响，达到预期的学习成果，他们对课程的满意度显着高于其他课程在同一程度上。
The knowledge of the most common programming paradigms, and the basic abstractions provided by each paradigm, are competencies to be attained by Software Engineering undergraduate students. These abstractions also include the basis of concurrent and parallel programming, present in different programming paradigms. In an existing Software Engineering degree, these competencies were assigned to the Programming Technology and Paradigms course. We present the approach followed in the design of that course to teach object-oriented, functional, concurrent and parallel programming to second year undergraduate students with basic knowledge of Java. The time limitations of the course prevented us from using various programming languages. After analyzing different alternatives, we chose C# to teach the course. We describe the most important challenges faced and how we addressed them. The course success rate is slightly greater than the rest of courses in the same year and degree, while performance rates and average marks are analogous. There is no influence of age and gender on the final mark, but students retaking the course have significantly worse evaluation than those enrolled for the first time. The students’ self-evaluation revealed that the proposed course has a strong influence on the achievement of the expected learning outcomes, and their satisfaction with the course was significantly higher than with the rest of courses in the same degree.