• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Analysis of the comparison between the perceptions of adult and traditional major and nonmajor computer science students in computer science classes at the higher education level.
【24h】

Analysis of the comparison between the perceptions of adult and traditional major and nonmajor computer science students in computer science classes at the higher education level.

机译：在高等教育水平上，成人与传统计算机专业的学生与传统计算机专业的学生和非计算机专业的学生的认知比较分析。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose of the Study. This study identified and described (a) teaching techniques and instructional resources preferred by adult/traditional students in computer science (CS) classes, (b) the characteristics of an effective CS instructor as perceived by adult/traditional students, and (c) adult students’ motivation to come back to college.;Methodology. This study used descriptive and ex post facto research to answer the research questions. Descriptive research procedures were applied to Research Questions 1-4. A two-tailed independent-samples t-test at the 0.05 level was used to answer Research Questions 5 and 6. Research Question 5 focused on differences between the needs of adult and traditional CS major students; while Research Question 6 focused on differences between the needs of traditional and adult students who are not CS majors, but are taking CS courses.;Findings. Traditional and adult CS-major students have strongly voiced the need for “Hands-on” teaching techniques. Students not majoring in CS most desirable teaching technique included factors, “Hands-on” and “Internship.” The study revealed that “Hands-on or experimenting with examples in classrooms or computer labs” and “Computer software and Internet resources for learning” were two of the instructional resources strongly recommended by all students regardless of their age and major. The study has affirmed that a level of instructor’s course knowledge was one of the essential characteristics of an effective CS faculty for CS-major students. Moreover, not CS-major adult students also strongly considered a faculty member being prepared in the subject matter. Not CS-major traditional student’s most desirable characteristic was “Friendly and approachable to student and their questions, both in class and office hours.” Traditional CS-major and most not CS-major students indicated that a motivational factor, such as “career or job advancement,” was the main reason for them to come back to college. However, adult CS-major students agreed strongly that “Personal fulfillment” is the integral part of their decision for continuing college. It is important to note that the least desired motivational factor by majority of students was “Family pressure” and “Friends and relatives.”
机译：这项研究的目的。这项研究确定并描述了（a）计算机科学（CS）课程中成人/传统学生偏爱的教学技术和教学资源，（b）成人/传统学生认为有效的CS教练的特征，以及（c）成人学生回到大学的动力。该研究使用描述性和事后研究来回答研究问题。描述性研究程序应用于研究问题1-4。采用两尾0.05的独立样本t检验来回答研究问题5和6。研究问题5的重点是成人和传统CS专业学生需求之间的差异。而研究问题6则侧重于非CS专业但正在学习CS课程的传统和成人学生的需求之间的差异。传统的和成年的CS专业学生强烈表示需要“动手”教学技术。不学习CS的学生最想要的教学技术包括因素，“动手实践”和“实习”。研究表明，“动手或在教室或计算机实验室中进行示例实验”和“计算机软件和Internet学习资源”是所有学生强烈推荐的两个教学资源，而不论其年龄和专业。研究表明，一定程度的讲师课程知识是CS专业学生有效的CS教师的基本特征之一。此外，不是CS专业的成年学生也强烈认为正在准备该主题的教职员工。并非CS专业的传统学生最可取的特点是“在课堂和办公时间内对学生及其问题友好友善。”传统的CS专业学生和大多数非CS专业学生表示，动机因素（例如“职业或工作晋升”）是他们重返大学的主要原因。但是，成年CS的主要学生强烈同意“个人成就感”是他们继续上大学的决定的组成部分。重要的是要注意，大多数学生最不希望的动机因素是“家庭压力”和“亲朋好友”。

著录项

  • 作者

    Ahmadnia, Ray.;

  • 作者单位

    University of La Verne.;

  • 授予单位 University of La Verne.;
  • 学科 Education Adult and Continuing.;Education Vocational.;Education Higher.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 267 p.
  • 总页数 267
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 动物医学（兽医学）;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号