Second, it presents a prototype of a tool that can be used for visualizing high-level concepts in many online learning materials. First, it explores contextualization of teaching EDP and focuses on tools and exercises of an approach called media computation. The second major part of the dissertation addresses teaching EDP from two perspectives. Based on them, the dissertation offers practical suggestions for improving the teaching practice. The analysis of these answers revealed fundamental misunderstandings regarding EDP and user interfaces. A few questions included reading program code, and in one exercise, the participants were asked to answer using a concept map. This discussion is based on three studies that involved questionnaires and exercises for students of two online courses. From there, it proceeds to explore students’ perceptions of concepts such as a button, an event, and an event handler. As an introduction, it reflects on the difficulty of defining the term event-driven programming and continues by presenting a mapping review regarding published research on teaching and learning EDP.
The dissertation has two major parts, of which the first one addresses understanding EDP. This dissertation addresses this research gap. Despite the continuously increasing importance of event-driven applications in the modern society, only a little published experimental research has been targeted at teaching and learning EDP. The development of such applications is often called event-driven programming (EDP). Such applications include web server software, many services used via Internet browsers, as well as most graphical user interfaces in devices from mobile phones and home appliances to general-purpose computers and industrial applications. Many computer applications receive information about external events and produce responses.
0 kommentar(er)
