Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria
It is difficult to learn professional courses such as Computer Science without hands-on activities with appropriate technical support. Computer Science programming courses are the core of a Computer Science qualification and some of the learning outcomes of a Computer Science programming course are...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2018
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867614345387573248 |
|---|---|
| access_status_str | Open Access |
| author | Gogwim, Joel |
| author2 | Ng'ambi, Dick |
| author_browse | Gogwim, Joel Ng'ambi, Dick |
| author_facet | Ng'ambi, Dick Gogwim, Joel |
| author_sort | Gogwim, Joel |
| collection | Thesis |
| description | It is difficult to learn professional courses such as Computer Science without hands-on activities with appropriate technical support. Computer Science programming courses are the core of a Computer Science qualification and some of the learning outcomes of a Computer Science programming course are writing program code, program testing and debugging. Inadequate computers in the computer laboratory and policies that restrict the concept of 'Bring Your Own Technology' (BYOT) inside the computer laboratory posed a challenge to hands-on programming activities. However, students in the Computer Science department at the University of Jos learn computer-coding theory, but unable to have hands-on experience due to several reasons. This research investigates how use of virtual lab on Moodle Learning Management System (LMS) could enhance students' acquisition of Java programming skills. The virtual lab provides a lab environment for students to practice programming and experiment concepts learned. Activity Theory was used as a theoretical framework to analyse the activity of Java programming on the virtual lab. Seven participants including the lecturer were enrolled on the Java Programming Language virtual lab practical sessions for this research work. The research activity system focuses on Java hands-on programming tasks for a period of three weeks and after that data was collected using interview and content generated from the virtual lab activities' chats and forum. Interview questions were developed and administered to students, while a semistructured interview with the lecturer was conducted. The data collected from the interviews and the contents collated from chats and forum activities were coded using ICT data analysis tool Nvivo, based on thematic analysis. The data was thoroughly reviewed, explained, interpreted, and analysed using the theoretical framework, activity theory. The results show that the virtual lab helped students perform practical programming activities, where students accessed and used the virtual lab concurrently at any time and place. The participants used their private computers, mobile devices in the hostels, at home, or at hotspots to access the virtual lab. However, accessing the virtual lab required adequate Internet connection. The virtual lab programming activity system promoted student-centred learning, self-paced practice, and enabled students to repeat or revisit incorrect assignments multiple times. The activity system's subject (lecturer, students) interacts with the mediating tools (mobile devices, virtual lab) to perform the object (Java programming), which enhanced the achievement of the outcome (programming skills). Therefore, it can be said that the virtual lab mediated hands-on programming activities. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/27110 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:50:34.147Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/27110 An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria Gogwim, Joel Ng'ambi, Dick Information and Communication Technologies It is difficult to learn professional courses such as Computer Science without hands-on activities with appropriate technical support. Computer Science programming courses are the core of a Computer Science qualification and some of the learning outcomes of a Computer Science programming course are writing program code, program testing and debugging. Inadequate computers in the computer laboratory and policies that restrict the concept of 'Bring Your Own Technology' (BYOT) inside the computer laboratory posed a challenge to hands-on programming activities. However, students in the Computer Science department at the University of Jos learn computer-coding theory, but unable to have hands-on experience due to several reasons. This research investigates how use of virtual lab on Moodle Learning Management System (LMS) could enhance students' acquisition of Java programming skills. The virtual lab provides a lab environment for students to practice programming and experiment concepts learned. Activity Theory was used as a theoretical framework to analyse the activity of Java programming on the virtual lab. Seven participants including the lecturer were enrolled on the Java Programming Language virtual lab practical sessions for this research work. The research activity system focuses on Java hands-on programming tasks for a period of three weeks and after that data was collected using interview and content generated from the virtual lab activities' chats and forum. Interview questions were developed and administered to students, while a semistructured interview with the lecturer was conducted. The data collected from the interviews and the contents collated from chats and forum activities were coded using ICT data analysis tool Nvivo, based on thematic analysis. The data was thoroughly reviewed, explained, interpreted, and analysed using the theoretical framework, activity theory. The results show that the virtual lab helped students perform practical programming activities, where students accessed and used the virtual lab concurrently at any time and place. The participants used their private computers, mobile devices in the hostels, at home, or at hotspots to access the virtual lab. However, accessing the virtual lab required adequate Internet connection. The virtual lab programming activity system promoted student-centred learning, self-paced practice, and enabled students to repeat or revisit incorrect assignments multiple times. The activity system's subject (lecturer, students) interacts with the mediating tools (mobile devices, virtual lab) to perform the object (Java programming), which enhanced the achievement of the outcome (programming skills). Therefore, it can be said that the virtual lab mediated hands-on programming activities. 2018-01-30T10:28:34Z 2018-01-30T10:28:34Z 2017 Master Thesis Masters MPhil http://hdl.handle.net/11427/27110 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Information and Communication Technologies Gogwim, Joel An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria |
| thesis_degree_str | Master's |
| title | An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria |
| title_full | An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria |
| title_fullStr | An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria |
| title_full_unstemmed | An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria |
| title_short | An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria |
| title_sort | activity systems view of learning programming skills in a virtual lab a case of university of jos nigeria |
| topic | Information and Communication Technologies |
| url | http://hdl.handle.net/11427/27110 |
| work_keys_str_mv | AT gogwimjoel anactivitysystemsviewoflearningprogrammingskillsinavirtuallabacaseofuniversityofjosnigeria AT gogwimjoel activitysystemsviewoflearningprogrammingskillsinavirtuallabacaseofuniversityofjosnigeria |