An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria

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dc.contributor.advisorNg'ambi, Dicken_ZA
dc.contributor.authorGogwim, Joelen_ZA
dc.date.accessioned2018-01-30T10:28:34Z
dc.date.available2018-01-30T10:28:34Z
dc.date.issued2017en_ZA
dc.description.abstractIt 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.en_ZA
dc.identifier.apacitationGogwim, J. (2017). <i>An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/27110en_ZA
dc.identifier.chicagocitationGogwim, Joel. <i>"An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2017. http://hdl.handle.net/11427/27110en_ZA
dc.identifier.citationGogwim, J. 2017. An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Gogwim, Joel AB - 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. DA - 2017 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria TI - An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria UR - http://hdl.handle.net/11427/27110 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/27110
dc.identifier.vancouvercitationGogwim J. An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/27110en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherInformation and Communication Technologiesen_ZA
dc.titleAn activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeriaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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