Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 2 |
Descriptor
Computer Science Education | 2 |
Programming | 2 |
Programming Languages | 2 |
Student Attitudes | 2 |
Assignments | 1 |
Barriers | 1 |
Cohort Analysis | 1 |
College Faculty | 1 |
College Students | 1 |
Computer Software | 1 |
Educational Benefits | 1 |
More ▼ |
Source
Computer Science Education | 2 |
Author
Becker, Brett A. | 1 |
Glanville, Graham | 1 |
Goslin, Kyle | 1 |
Iwashima, Ricardo | 1 |
McDonnell, Claire | 1 |
Mooney, Catherine | 1 |
Moskal, Adon Christian Michael | 1 |
Wass, Rob | 1 |
Publication Type
Journal Articles | 2 |
Reports - Research | 2 |
Education Level
Higher Education | 2 |
Postsecondary Education | 2 |
Audience
Location
New Zealand | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Moskal, Adon Christian Michael; Wass, Rob – Computer Science Education, 2019
Background and Context: Encouraging undergraduate programming students to think more about their software development processes is challenging. Most programming courses focus on coding skill development and mastering programming language features; subsequently software development processes (e.g. planning, code commenting, and error debugging) are…
Descriptors: Computer Software, Undergraduate Students, Programming, Programming Languages
Becker, Brett A.; Glanville, Graham; Iwashima, Ricardo; McDonnell, Claire; Goslin, Kyle; Mooney, Catherine – Computer Science Education, 2016
Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to…
Descriptors: Computer Science Education, Programming, Novices, Error Patterns