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Conference Paper/Proceeding/Abstract 1129 views 394 downloads

Language Choice in Introductory Programming Courses at Australasian and UK Universities

Raina Mason, Tom Crick Orcid Logo, James H. Davenport Orcid Logo, Ellen Murphy

Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18), Pages: 852 - 857

Swansea University Author: Tom Crick Orcid Logo

DOI (Published version): 10.1145/3159450.3159547

Abstract

Parallel surveys of introductory programming courses were conducted in Australasia and the UK, with a view to examining the programming languages being used, the preferred integrated development environments (if any), and the reasons for these choices, alongside a number of other key aspects of thes...

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Published in: Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18)
ISBN: 978-1-4503-5103-4
Published: Baltimore, Maryland, USA ACM 2018
Online Access: https://dl.acm.org/citation.cfm?doid=3159450.3159547
URI: https://cronfa.swan.ac.uk/Record/cronfa43521
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first_indexed 2018-08-18T19:41:51Z
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spelling 2022-12-18T17:30:44.5761354 v2 43521 2018-08-18 Language Choice in Introductory Programming Courses at Australasian and UK Universities 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2018-08-18 EDUC Parallel surveys of introductory programming courses were conducted in Australasia and the UK, with a view to examining the programming languages being used, the preferred integrated development environments (if any), and the reasons for these choices, alongside a number of other key aspects of these courses. This paper summarises some of the similarities and differences between the findings of the two surveys. In the UK, Java is clearly the dominant programming language in introductory programming courses, with Eclipse as the dominant environment. Java was also the dominant language in Australasia six years ago, but now shares the lead with Python; we speculate on the reasons for this. Other differences between the two surveys are equally interesting. Overall, however, there appears to be a reasonable similarity in the way these undergraduate courses are conducted in the UK and in Australasia. While the degree structures differ markedly between and within these regions -- a possible explanation for some of the differences -- some of the similarities are noteworthy and have the potential to provide insight into approaches in other regions and countries. Conference Paper/Proceeding/Abstract Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18) 852 857 ACM Baltimore, Maryland, USA 978-1-4503-5103-4 21 2 2018 2018-02-21 10.1145/3159450.3159547 https://dl.acm.org/citation.cfm?doid=3159450.3159547 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18) COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T17:30:44.5761354 2018-08-18T15:29:13.5577881 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Raina Mason 1 Tom Crick 0000-0001-5196-9389 2 James H. Davenport 0000-0002-3982-7545 3 Ellen Murphy 4 0043521-27082018133339.pdf sigcse2018.pdf 2018-08-27T13:33:39.1330000 Output 421162 application/pdf Accepted Manuscript true 2018-08-27T00:00:00.0000000 true eng
title Language Choice in Introductory Programming Courses at Australasian and UK Universities
spellingShingle Language Choice in Introductory Programming Courses at Australasian and UK Universities
Tom Crick
title_short Language Choice in Introductory Programming Courses at Australasian and UK Universities
title_full Language Choice in Introductory Programming Courses at Australasian and UK Universities
title_fullStr Language Choice in Introductory Programming Courses at Australasian and UK Universities
title_full_unstemmed Language Choice in Introductory Programming Courses at Australasian and UK Universities
title_sort Language Choice in Introductory Programming Courses at Australasian and UK Universities
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Raina Mason
Tom Crick
James H. Davenport
Ellen Murphy
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE'18)
container_start_page 852
publishDate 2018
institution Swansea University
isbn 978-1-4503-5103-4
doi_str_mv 10.1145/3159450.3159547
publisher ACM
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://dl.acm.org/citation.cfm?doid=3159450.3159547
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description Parallel surveys of introductory programming courses were conducted in Australasia and the UK, with a view to examining the programming languages being used, the preferred integrated development environments (if any), and the reasons for these choices, alongside a number of other key aspects of these courses. This paper summarises some of the similarities and differences between the findings of the two surveys. In the UK, Java is clearly the dominant programming language in introductory programming courses, with Eclipse as the dominant environment. Java was also the dominant language in Australasia six years ago, but now shares the lead with Python; we speculate on the reasons for this. Other differences between the two surveys are equally interesting. Overall, however, there appears to be a reasonable similarity in the way these undergraduate courses are conducted in the UK and in Australasia. While the degree structures differ markedly between and within these regions -- a possible explanation for some of the differences -- some of the similarities are noteworthy and have the potential to provide insight into approaches in other regions and countries.
published_date 2018-02-21T03:54:44Z
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