We also employed scaffolded learning techniques (Taber, 2018), progressively increasing the complexity of programming tasks in tutorials. In lectures, fully worked-out examples (Boothet al., 2015) were provided to help novice programmers grasp the precise syntax and logic required in C programming. Subsequent tutorials featured more complex problems to engage students at a deeper level, particularly those with prior IT experience who found the basic content unchallenging. Prompt feedback on formative assessments was prioritised, typically delivered within a week, enabling students to assess their understanding quickly. Small class tests were conducted to reinforce basic programming concepts. We attempted to integrate the CodeRunner tool on Moodle for real-time code execution. However, technical limitations due to its hosting on a small open-source server led to student dissatisfaction. Despite this, the use of frequent class tests in lectures effectively encouraged ongoing student engagement with the course material. Through the implementation of the above teaching strategies, the difference in the module pass rate increased significantly, 88% in 2024 versus 74% in 2023. Conclusion Teaching introductory computational and programming concepts to a large cohort of second-year students requires a strategic and adaptive approach. Integrating active learning techniques, such as peer instruction and the flipped classroom model, alongside scaffolded learning and prompt formative assessment feedback can significantly enhance student engagement and comprehension. These strategies encourage active participation, foster collaboration, and provide structured support as students’ progress through increasingly complex programming tasks. However, successfully implementing these approaches hinges on addressing logistical challenges, such as ensuring student access to necessary resources and overcoming technical limitations. Despite these obstacles, the iterative refinement of teaching methods based on continuous feedback and evaluation can lead to more effective learning outcomes. Ultimately, the experience highlights the importance of flexibility and innovation in pedagogy to meet the diverse needs of students in large programming classes. References Bishop, J. L., & Verleger, M. (2013). The flipped classroom: A survey of the research. ASEE Annual Conference and Exposition. Booth, J. L., McGinn, K. M., Young, L. K., & Barbieri, C. (2015). Simple Practice Doesn’t Always Make Perfect Evidence from the Worked Example Effect. Policy Insights from the Behavioral and Brain Sciences, 2(1), 24-32. Crouch, C., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69. Hart, S. A. (2023). Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review. South African Journal of Education, 43(1), 1-16. Taber, K. S. (2018). Scaffolding learning: principles for effective teaching and the design of classroom resources. In Effective Teaching and Learning: Perspectives, strategies and implementation (Vol. 2, pp. 1-43). New York: Nova Science Publishers. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 108
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