default search action
Google
Google Scholar
Semantic Scholar
Internet Archive Scholar
CiteSeerX
ORCIDKoli Calling 2014: Koli, Finland
- Simon, Päivi Kinnunen:
Proceedings of the 14th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 20-23, 2014. ACM 2014, ISBN 978-1-4503-3065-7 - Kate Sanders:
Card sorts, commonsense, and thresholds: a case study in CS education research. 1-3 - Sarah Esper
, Stephen R. Foster, William G. Griswold, Carlos Herrera, Wyatt Snyder:
CodeSpells: bridging educational language features with industry-standard languages. 5-14 - Einari Kurvinen, Rolf Lindén, Teemu Rajala, Erkki Kaila, Mikko-Jussi Laakso, Tapio Salakoski:
Automatic assessment and immediate feedback in first grade mathematics. 15-23 - Tapio Auvinen, Juha Paavola, Juha Hartikainen:
STOPS: a graph-based study planning and curriculum development tool. 25-34 - Essi Isohanni, Hannu-Matti Järvinen:
Are visualization tools used in programming education?: by whom, how, why, and why not? 35-40 - Rebecca Vivian, Katrina Falkner, Claudia Szabo:
Can everybody learn to code?: computer science community perceptions about learning the fundamentals of programming. 41-50 - Thérèse Smith, Robert McCartney:
Computer science students' concepts of proof by induction. 51-60 - Pamela Flores, Nelson Medinilla, Sonia Pamplona:
What do software design students understand about information hiding?: a qualitative case study. 61-70 - Juha Sorva, Otto Seppälä:
Research-based design of the first weeks of CS1. 71-80 - Claudia Szabo, Katrina Falkner, Nickolas J. G. Falkner:
Experiences in course design using neo-piagetian theory. 81-90 - Simon, Susan Snowdon:
Multiple-choice vs free-text code-explaining examination questions. 91-97 - Martijn Stegeman, Erik Barendsen, Sjaak Smetsers:
Towards an empirically validated model for assessment of code quality. 99-108 - Arto Vihavainen, Juha Helminen, Petri Ihantola:
How novices tackle their first lines of code in an IDE: analysis of programming session traces. 109-116 - André L. Santos:
Novel interaction metaphors for object-oriented programming concepts. 117-126 - Nickolas J. G. Falkner, Katrina E. Falkner:
"Whither, badges?" or "wither, badges!": a metastudy of badges in computer science education to clarify effects, significance and influence. 127-135 - Judithe Sheard, Anna Eckerdal, Päivi Kinnunen, Lauri Malmi, Aletta Nylén, Neena Thota:
MOOCs and their impact on academics. 137-145 - Palle Nowack, Michael E. Caspersen:
Model-based thinking and practice: a top-down approach to computational thinking. 147-151 - Teemu Sirkiä:
Exploring expression-level program visualization in CS1. 153-157 - Robert McCartney, Kate Sanders:
First-year students' social networks: learning computing with others. 159-163 - Calkin Suero Montero, Jarkko Suhonen:
Emotion analysis meets learning analytics: online learner profiling beyond numerical data. 165-169 - Daniel S. McCain, Christos Sakalis, Arnold Pears:
Exploring assessment practices at university. 171-172 - Natasa Grgurina, Erik Barendsen, Bert Zwaneveld, Klaas van Veen, Idzard Stoker:
Computational thinking skills in dutch secondary education: exploring pedagogical content knowledge. 173-174 - Antti Knutas, Jouni Ikonen, Laura Anna Ripamonti, Dario Maggiorini, Jari Porras:
A study of collaborative tool use in collaborative learning processes. 175-176 - Claudia Ott, Anthony V. Robins, Kerry Shephard:
An infographic to support students' self-regulated learning. 177-178
manage site settings
To protect your privacy, all features that rely on external API calls from your browser are turned off by default. You need to opt-in for them to become active. All settings here will be stored as cookies with your web browser. For more information see our F.A.Q.
last updated on 2026-04-25 00:25 CEST by the dblp team
all metadata released as open data under CC0 1.0 license
see also: Terms of Use | Privacy Policy | Imprint
dblp was originally created in 1993 at:
since 2018, dblp has been operated and maintained by:
the dblp computer science bibliography is funded and supported by:
