Issues with a course that emphasizes self-direction

Ville Isomöttönen, Ville Tirronen, Michael Cochez

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

Abstract

In this paper, we examine a master's level course that emphasizes self-direction on the part of students. The course is run by weekly group assignments and requires independent work such that only one mandatory classroom session is arranged each week. Our specific research interests are how students responded to the setting of this kind and whether they demonstrated self-direction during the course. We surveyed the students' view of the course, their group work experience, and their study habits, and analyzed the resultant survey data for themes. The results suggest that while the pass rate was considerably high and the course was regarded as well-organized by the students, there were several concerns related to whether we could prompt self-directed study habits.

Original languageEnglish
Title of host publicationITiCSE 2013 - Proceedings of the ACM Conference on Innovation and Technology in Computer Science Education
Pages111-116
Number of pages6
DOIs
Publication statusPublished - 12 Aug 2013
Externally publishedYes
Event18th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2013 - Canterbury, United Kingdom
Duration: 1 Jul 20133 Jul 2013

Publication series

NameAnnual Conference on Innovation and Technology in Computer Science Education, ITiCSE
ISSN (Print)1942-647X

Conference

Conference18th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2013
CountryUnited Kingdom
CityCanterbury
Period1/07/133/07/13

Keywords

  • Active learning
  • Self-direction

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