Nguyen-Thinh Le

This paper proposes a crowd-programming approach for computational thinking education. An evaluation study was conducted with 61 high school students to investigate four hypotheses: 1) Learners using the computer-supported crowd-programming system require less time for problem-solving, 2) they need less attempts for correct solutions, 3) they tend not to request bottom-out hints for programming problems, and 4) they can solve more programming problems within 70 minutes than in other conditions.

This paper reviews existing computer-supported learning systems that have claimed to adopt Socratic methods for enhancing critical thinking. Several notions of Socratic methods are differentiated: the critical thinking framework of Paul and Elder, the classic Socratic method, the modern Socratic method, and the neo-Socratic group discussion method. Three lessons are highlighted. First, the development of learning systems specifically supporting critical thinking is still lacking Thus, further research in this area is urgent. Second, most developed computer-supported learning systems claim to support Socratic approaches (e.g., Socratic tutoring) which are based on human tutoring strategies and do not show a systematic Socratic method. Third, the classic Socratic method has not been applied in any reviewed learning system.

Over the last three decades, many educational systems for programming have been developed to support learning/teaching programming. In this paper, feedback types that are supported by existing educational systems for programming are classified. In order to be able to provide feedback, educational systems for programming deployed various approaches to analyzing students’ programs. This paper identifies analysis approaches for programs and introduces a classification for adaptive feedback supported by educational systems for programming. The classification of feedback is the contribution of this paper.