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Teaching Java™: Managing Instructional Tactics to Optimize Student Learning
Abstract
Direct mastery of the core knowledge in a discipline is increasingly recognized as a fundamental requirement to applying and extending that knowledge to solve novel problems. That recognition implies an instructional design to overcome the empirically verified shortcomings of teaching tactics that provide minimal guidance during a student’s learning experiences (Kirschner, Sweller, & Clark, 2006). In that regard, our previous work consistently confirmed the value of programmed instruction in teaching introductory Information Systems students a Java applet as a first technical training exercise in preparation for advanced learning (Emurian, 2004, 2005, 2006a,b). Similar value of programmed instruction is evident in its applications within other disciplines, such as chemistry (Kurbanoglu, Taskesenligil & Sozbilir, 2006). The objectives of our work are to apply programmed instruction and to assess its effectiveness as a tactic to promote a common level of mastery by all students for a designated learning objective in Java programming. An optimal level of mastery is taken to reflect a true gain in learning (Anderson, Corbett, Koedinger, & Pelletier, 1995).
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