Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises
This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/3/250 |
| _version_ | 1797241418767400960 |
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| author | Andrés R. Masegosa Rafael Cabañas Ana D. Maldonado María Morales |
| author_facet | Andrés R. Masegosa Rafael Cabañas Ana D. Maldonado María Morales |
| author_sort | Andrés R. Masegosa |
| collection | DOAJ |
| description | This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs. |
| first_indexed | 2024-04-24T18:23:01Z |
| format | Article |
| id | doaj.art-fab10d5ee2204d2ba400dfe4913d1284 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-24T18:23:01Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-fab10d5ee2204d2ba400dfe4913d12842024-03-27T13:34:20ZengMDPI AGEducation Sciences2227-71022024-02-0114325010.3390/educsci14030250Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming ExercisesAndrés R. Masegosa0Rafael Cabañas1Ana D. Maldonado2María Morales3Department of Computer Science, Aalborg University, 2450 Copenhagen, DenmarkDepartment of Mathematics and CDTIME, University of Almería, 04120 Almería, SpainDepartment of Mathematics and CDTIME, University of Almería, 04120 Almería, SpainDepartment of Mathematics and CDTIME, University of Almería, 04120 Almería, SpainThis research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs.https://www.mdpi.com/2227-7102/14/3/250active learning methodologieslive codingprogramming educationlearning stylesFelder–Silverman modelempirical research |
| spellingShingle | Andrés R. Masegosa Rafael Cabañas Ana D. Maldonado María Morales Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises Education Sciences active learning methodologies live coding programming education learning styles Felder–Silverman model empirical research |
| title | Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises |
| title_full | Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises |
| title_fullStr | Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises |
| title_full_unstemmed | Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises |
| title_short | Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises |
| title_sort | learning styles impact students perceptions on active learning methodologies a case study on the use of live coding and short programming exercises |
| topic | active learning methodologies live coding programming education learning styles Felder–Silverman model empirical research |
| url | https://www.mdpi.com/2227-7102/14/3/250 |
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