Reengineering Computing Pedagogy: Digital Transformation in Tertiary Education
Article Sidebar
Main Article Content
Abstract
Amidst ongoing socioeconomic development, interest assessment technologies and information technologies have become increasingly integrated into daily life, exerting a notable influence on computer software instruction in higher education. This study implements a multi-task-driven pedagogical approach, dividing participants into experimental and control groups to comparatively analyze students' knowledge acquisition, skill proficiency, and competency levels. Empirical results demonstrate superior mastery among experimental group students, confirming the efficacy of task-driven methodology in enhancing knowledge point assimilation. Quantitative analysis reveals: written examination scores of 76.873 (experimental) versus 73.086 (control), alongside assignment scores of 78.238 versus 62.832 respectively. These findings indicate that while the multi-task-driven approach yields statistically insignificant differences in theoretical knowledge acquisition (p>0.05), it produces marked improvements in practical application outcomes (p<0.01), thereby underscoring a significant performance dichotomy between conceptual understanding and operational competency development.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Li Da‐Hong, Li Hong‐Yan, Wei L, et al. Application of flipped classroom based on the Rain Classroom in the teaching of computer‐aided landscape design[J]. Computer Applications in Engineering Education, 2020, 28(2):357-366.
Begovi B. Book Review: The Great Convergence: Information Technology and the New Globalization[J]. Panoeconomicus, 2017, 64(5):645-655.
Elawady M, Bayomy H, Awadi M E , et al. Computer-based medical education in Benha University, Egypt: knowledge, attitude, limitations, and suggestions[J]. J Egypt Public Health Assoc, 2016, 91(4):179-184.
Vanmaaren V G, Jaquett C M, Williams R L. Factors Most Likely to Contribute to Positive Course Evaluations[J]. Innovative Higher Education, 2016, 41(5):1-16.
Shankararaman V, Ducrot J. Leveraging competency framework to improve teaching and learning: A methodological approach[J]. Education & Information Technologies, 2016, 21(5):1-29.
Huang Y H, Chuang T Y. Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course[J]. Computer Assisted Language Learning, 2016, 29(1-4):618-637.
Hasany N. E-Learning Student Assistance Model for the First Computer Programming Course[J]. International Journal on Integrating Technology in Education, 2017, 6(1):1-7.
Tufan A. Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course[J]. Eurasia Journal of Mathematics ence & Technology Education, 2017, 13(1):237-251.
Gan W, Li Y. Research on the oriented teaching method of computer network foundation course[J]. Journal of Physics: Conference Series, 2020, 1682(1):012066 (5pp).
Rashid N B A, Othman M Z B, Johan R B, et al. Cisco Packet Tracer Simulation as Effective Pedagogy in Computer Networking Course[J]. International Journal of Interactive Mobile Technologies (iJIM), 2019, 13(10):4.