Um estudo sobre a eficácia do ensino a distância de programação para alunos iniciantes.

Abstract

Implementation of distance learning in most Brazilian universities, as an alternative to or an addendum to the traditional classroom learning is growing very fast. However, about 75% of the courses created, and recognized by MEC, are related to Humanities and general BAs, which are classified by César Coll as conceptual disciplines. Meanwhile, areas where more practical knowledge is required are classified by the same author as procedural; such is the case of Computer Science, which represents only 3% of all distance learning courses registered. There is still, according to Coll, a third category: the predominantly attitudinal disciplines, which are related to values, norms, and modes of action. Based on these data, one suspects of difficulties related to online rendering of procedural contents, as these require certain infrastructure equipments and laboratories to implement their practice. A key component of computing courses is the computer programming that requires only computer and software as a laboratory infrastructure to make distance learning possible. In this context, starting with the design of an online course on programming, the present paper analyzes the effectiveness of the course based on the performance of novice students. This course was taught to students approved for the undergraduate program in Computer Science at the Federal University of Campina Grande. Students’ performance was compared to performance of students who had taken up the same course in a face-to-face fashion. Although dropout rate was higher in the online course when compared to that of the face-to-face course (55% vs. 14%), the results obtained from the evaluations showed that about 63% of the students doing the online course would be approved in a traditional classroom course. These figures are very close to the historical average found in Programming I discipline offered by the university; which is 68%. Apart from this evaluation, a qualitative study was conducted to assess students’ level of satisfaction as to the course offered (teaching materials, tools, activities, assessments, feedback), and to monitor the performance of these students along their face-to-face classes on programming after the implementation of the online course.