COMBINING MOOC METHODS AND BLENDED LEARNING FOR AN INTRODUCTORY PROGRAMMING COURSE FOR ELECTRICAL ENGINEERS

In this paper we describe a recently started research project with a focus on the redesign and improvement of an introductory programming course for electrical engineering students. First, introducing the current course and its various conditions and limitations, we trace the problems occurring on teaching programming with limited quantity of time and staff. Notably, the last exam results indicate students lack computational thinking and relational reasoning. Explaining the causes on the students' performance and a previous qualitative study, we introduce our first identified points for improvement. Sketching the influences and a short overview about the contents and evaluations, we present our four key assumptions for our new course concept. Specially regarding the current state of CS (computer sciences) pedagogy and a more self-directed way of learning we present a new design which incorporates blended learning methodology and attempts to combine methods from MOOCs for learning programming languages with in-class-lectures. One of the key points is the development of an interactive eBook for C-programming that allows novice programmers to make their first steps in programming in situ. Especially in reducing the impact of a tool chain and setup that hinder students from succeeding in the first exercises and therefore discouraging them. Additionally, this approach eliminates the annoying switching between the editor or IDE ( Integrated development environment) and the provided lecture notes. Next we describe our way of combining this interactive eBook, the new in-class-lectures with a focus on discussions and in-detail examples, and the redesigned exercises. Using the feedback and questions by the students while they are reading and working on the eBook, we present the process of designing puzzles and fostering problem based discussions during lecture. Lastly, the used research methodology is presented and a way of measuring the students' performance in creative tasks and their relational reasoning.