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Article

Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment

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Department of Informatics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, 949 01 Nitra, Slovakia
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Institute of Computer Science, Pedagogical University of Krakow, 30-084 Krakow, Poland
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Computing Center of the Department of Informatics and Systems, University of Las Palmas de Gran Canaria, 30, 35001 Las Palmas de Gran Canaria, Spain
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Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, 40-007 Katowice, Poland
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Department of Informatics, Faculty of Business and Economics, Mendel University in Brno, 613 00 Brno, Czech Republic
*
Author to whom correspondence should be addressed.
Academic Editor: Michail Kalogiannakis
Sustainability 2021, 13(6), 3293; https://doi.org/10.3390/su13063293
Received: 30 January 2021 / Revised: 22 February 2021 / Accepted: 5 March 2021 / Published: 17 March 2021
(This article belongs to the Special Issue Technology and Innovation Management in Education)
Understanding how software works and writing a program are currently frequent requirements when hiring employees. The complexity of learning programming often results in educational failures, student frustration and lack of motivation, because different students prefer different learning paths. Although e-learning courses have led to many improvements in the methodology and the supporting technology for more effective programming learning, misunderstanding of programming principles is one of the main reasons for students leaving school early. Universities face a challenging task: how to harmonise students’ education, focusing on advanced knowledge in the development of software applications, with students’ education in cases where writing code is a new skill. The article proposes a conceptual framework focused on the comprehensive training of future programmers using microlearning and automatic evaluation of source codes to achieve immediate feedback for students. This framework is designed to involve students in the software development of virtual learning environment software that will provide their education, thus ensuring the sustainability of the environment in line with modern development trends. The paper’s final part is devoted to verifying the contribution of the presented elements through quantitative research on the introductory parts of the framework. It turned out that although the application of interactive features did not lead to significant measurable progress during the first semester of study, it significantly improved the results of students in subsequent courses focused on advanced programming. View Full-Text
Keywords: conceptual framework; automated assessment; source code automatic evaluation; microlearning; introductory programming courses conceptual framework; automated assessment; source code automatic evaluation; microlearning; introductory programming courses
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MDPI and ACS Style

Skalka, J.; Drlik, M.; Benko, L.; Kapusta, J.; Rodríguez del Pino, J.C.; Smyrnova-Trybulska, E.; Stolinska, A.; Svec, P.; Turcinek, P. Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment. Sustainability 2021, 13, 3293. https://doi.org/10.3390/su13063293

AMA Style

Skalka J, Drlik M, Benko L, Kapusta J, Rodríguez del Pino JC, Smyrnova-Trybulska E, Stolinska A, Svec P, Turcinek P. Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment. Sustainability. 2021; 13(6):3293. https://doi.org/10.3390/su13063293

Chicago/Turabian Style

Skalka, Jan, Martin Drlik, Lubomir Benko, Jozef Kapusta, Juan C. Rodríguez del Pino, Eugenia Smyrnova-Trybulska, Anna Stolinska, Peter Svec, and Pavel Turcinek. 2021. "Conceptual Framework for Programming Skills Development Based on Microlearning and Automated Source Code Evaluation in Virtual Learning Environment" Sustainability 13, no. 6: 3293. https://doi.org/10.3390/su13063293

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