A constructivist approach to a programming course: Students' responses to the use of a Learning Management System

Abstract

The teaching of programming and problem solving has been a challenge and has excited much debate in the literature, so too has been the use of learning management systems (LMSs) to facilitate teaching and enhance learning. In this case study we explore students' perceptions and expectations of the effectiveness of using a constructivist approach for a LMS in a programming course. The constructivist theory was used as a framework for the implementation of a LMS. Interviews and a survey method were used to gather information after participants completed the course. Qualitative and quantitative findings have been presented. Findings showed that the respondents rated the communication and discussion aspects among the highest and guidance to solving problems among the lowest. While discussion and the chat forums are important and support collaboration and social learning, learning problem solving in programming is considered not fully supported. This paper constitutes an important contribution to research in teaching and learning programming using LMSs. While the constructivists approach to using the LMS in programming courses has proved useful, it alerts instructors to the importance of face-to-face learning in the development of problem solving skills (using higher levels of thinking) as well. Some implications for instructors are described.