Abstract:

The paper shows a data analysis of a group of volunteer students of the Faculty of Engineering of the class of programming language. The programming language (Python) course is a face to face course and had three summative assessments distributed in four months. As a compliment, the same contents are delivery online, using the LAMS platform. All the contents are organized in six learning designs, free for the students. Each student decides whether to follow or not the learning design. The course has 136 students and less than 50% follows the learning designs. Each summative assessment has associated a set of learning designs. One day before a summative assessment, a snapshot of the set of learning designs are taken. In this snapshot appear the students in a different stage. The analysis tries to find a relationship between the stage of each student in the learning design and the score in the summative assessment. The main conclusion is the importance to have the learning material online, organized in learning designs to improve the students learning. The paper is organized in a brief literature review, some concepts of learning designs, description of learning design template, and the data analysis.

Keywords:

computer programming language teaching, learning design, enhancing learning, higher education, educational data.