• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.331-339
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• 2023

In programming classes, there is always a need to efficiently manage programming assignments. This is especially important as class sizes and assignment complexity grows. GitHub and GitHub Classroom makes the management of student assignments much simpler than uploading files and folders to a LMS or shared online drive. Additionally, git and GitHub are industry standard tools, so introducing students these tools in class provides them a good opportunity to start learning about how software is developed in the real-world. This study describes a workflow that uses both GitHub Pages and GitHub Classroom for more efficient classroom and assignment management. The workflow outlined in this study was used in two practical web programming classes in Spring 2023 with 46 third and fourth-year university students. GitHub Pages was used as a classroom website to distribute class announcements, assignments, lecture slides, study guides, and exams. GitHub Classroom was used as a class roster and assignment management platform. The workflow presented in this study is expected to assist other lecturers with the formidable tasks of distributing, collecting, grading, and leaving feedback on multiple students' multi-file programming assignments in practical programming classes.

• Journal of Internet Computing and Services
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• v.8 no.6
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• pp.75-85
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• 2007

One of important factors for improving the learning achievement of students in computer programming education is to provide plenty of opportunities of problem-solving experiences through variety forms of assignments, However, for the most cases, evaluation of programming assignments is performed manually by instructors and automated tools for the accurate evaluation are not equipped at the present time. Under this restricted environment instructors need much work and time to grade assignments so that instructors could not deliver sufficient programming assignments to students, In order to overcome this problem. au automated programming assignment evaluation system is needed that would enable instructors to evaluate assignments easily in an effective and consistent way and also to detect any plagiarism activities among students in program source codes readily, Accordingly, in this paper we design and implement a Web-based programming assignment grading system that allows instructors to evaluate program performance automatically as well as to evaluate program styles and piagiarism easily with appropriate feedback.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.3-6
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• 2010

In this paper, we report a case study of applying puzzle solving as a programming practice. There are many students, who have attended computer programming language courses, have had difficulties in accomplishing the course assignments. It is because just following and citing the programming language course materials is not sufficient for constructing computer programs. Many professional developers have stated that computer programming for small problems is an art of puzzle solving, where developing enterprise-size computer programming projects involves architectural insights which are already dealt in software engineering literatures. Following those backgrounds, we have explored the applicability of puzzle solving in a C++ object oriented programming course and have reported the results. The experimental results show that puzzle solving is effective to the students who are interested in computer programming and have at least beginner-level knowledge and expertise, but it turned out that puzzle solving assignments still does not draw much attention of the students who are not seriously interested in computer programming.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.511-514
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• 2009

Recently web is used for more things than ever before in education. Previous web-based programming education systems help students to check compile errors and runtime errors after submitting programming assignments anytime and anywhere. However, these previous systems cannot quickly provide the detailed assessment results on the generated answer, the coding style, and the plagiarism detection. In this paper, we propose a web-based programming education system to provide the quick results of the detailed assessment as soon as to submit programming assignments. In this system, the plagiarism detection method compares a current file with only the already uploaded files so it can provide quick feedback. The proposed web-based programming education system is applied to a real C programming language class with approximately 40 students. The proposed system tends to improve the students' participation by quick feedback.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.123-132
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• 2017

Recently, there has been a growing interest in SW education for non-SW major in order to nurture SW convergence talent. In Korea, it is a tendency to make SW mandatory for basic education to all students regardless of their major, starting with SW-oriented universities. Through a case study of programming lesson, the paper compared differences in academic achievements and difficulties of learning between SW majors and non-majors and between the humanities department and the science department. As a result, although there was no significant difference in academic achievement according to majors, the humanities department had more difficulty in implementing programs such as practices, assignments, and team project. Through the interview, lack of understanding about programming problem itself, lack of relationship with friend or tutor that can help assignments, and difficulty in learning motivation by piecemeal curriculum knowledge alone were the main causes. The results will be expected to propose the direction of SW education for non-SW majors.

• Journal of KIISE:Software and Applications
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• v.31 no.1
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• pp.82-88
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• 2004

Comparing many programs like programming assignments one by one requires many costs. Moreover, if the checker would evaluate or grade assignments, much more time will be required. Even through the checker invest much time, fairness is not always guaranteed. These problems can be solved easily by grouping similar programs. So, programs after grouping can be easily evaluated and graded. In this paper, we propose and implement algerian performing grouping by similarity on many programs. The grouping algorithm evaluates similarity using algorithm proposed in (9), and performs a grouping following high similarity order. By using this grouping algorithm, the number of comparison among N programs can be reduced from N-1 times to N(N-1)/2 times. In the part of experiment and evaluation of this paper, we actually showed evaluation result by similarity using randomly 10 programming assignments at the university.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.05a
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• pp.336-339
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• 2022

In this study, we examine the cases of instructors who conducted subject management by understanding the learning patterns of convergence major students taking programming courses Therefore, we intend to find implications for the operation of SW curriculum for convergence majors in the future. In the programming class of the convergence major, students of various grades and majors take the course, and a survey was conducted to understand their learning patterns in a non-face-to-face environment. The instructor studied whether it would be possible to induce learners' participation in class even when face-to-face communication was not possible, and tried to operate the class by understanding the learning propensity of the learners. As there are many students who have maintained successful experiences in self-directed learning amid COVID-19, weekly assignments were set so that they could solve their own problems independently, and almost all students submitted assignments. This study is meaningful in that it studied students' learning patterns, task performance, and programming achievement by operating 'Machine Learning' subject to students of the convergence major in a non-face-to-face situation due to COVID-19.

• The Journal of Korean Association of Computer Education
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• v.17 no.5
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• pp.43-51
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• 2014

This study has purpose on analyzing the error types which are identified after middle and high school students perform the online programming assignments and also has the purpose on the analysis of correlation between the frequency of error occurrence according to academic achievement level in programming concept learning and types of errors analyzed previously. For this study, the syntax, logical, and coding errors are analyzed from the performed results of programming research assignment for 88 students. Analyzed results show that the logical error has the highest occurrence rate of 69.3% among three types of errors, and it has been shown meaningful difference in the frequency of error occurrence between three achievement level groups of high, middle, and low. In the correlation analysis of achievement level and error types, it shows negative relationship between logical error and coding error, and therefore it can be concluded that as achievement level is higher, both logical and coding errors tend to occur less. In the correlation analysis in error types, it shows positive relationship between syntax error and coding error.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.30-35
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• 2010

This paper proposes several methods for effective teaching of programing language(especially C). The programing languages are very important and basic subjects in the Department of Computer Engineering and Science. Many students have some difficulty in learning the programming languages. So, we will suggest several effective methods for effective teaching of programming languages. First, in order to understand the programming language effectively, we need to teach some basic computer architecture and operation principles of computer program to students. Second, it is better to teach many example-based programing skills instead of conventional grammar teaching. Third, if we teach the memory status(memory allocation/release) during the program operation, it will be much better to understand the pointer variables and memory problems. Fourth, let's improve the programming skills through effective homework assignments and experiments. Fifth, let students be guided so that they do programing by themselves. Finally, we can maximize the programming skill through the final termproject.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.12
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• pp.2775-2782
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• 2010

In this paper, we propose a web-based programming class support system to help a lecturer to teach a programming language to students effectively. The proposed system is composed of a error analysis step and a verification step. The error analysis step checks whether there are compile time errors or run time errors in each student's submitted program. Given some errors, the system provides helpful feedback for the student to fix the errors. On the contrary, the system provides quick feedback after checking the source code style, comments, and plagiarism in the submitted program. As soon as the student submits the program, the student can see the check results. According to the result of utilizing the proposed system in a C programming language class, students tend to submit program assignments actively.