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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Teaching Java™: Managing Instructional Tactics to Optimize Student Learning

Teaching Java™: Managing Instructional Tactics to Optimize Student Learning
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Author(s): Henry H. Emurian (UMBC, USA)
Copyright: 2007
Pages: 4
Source title: Managing Worldwide Operations and Communications with Information Technology
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-929-8.ch003
ISBN13: 9781599049298
EISBN13: 9781466665378


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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