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  • 1. McCartney, Robert
    et al.
    Boustedt, Jonas
    Eckerdal, Anna
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Scientific Computing. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computational Science.
    Sanders, Kate
    Thomas, Lynda
    Zander, Carol
    Why computing students learn on their own: Motivation for self-directed learning of computing2016In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, no 1, p. 2:1-18, article id 2Article in journal (Refereed)
  • 2.
    Peters, Anne-Kathrin
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Students' experience of participation in a discipline: A longitudinal study of computer science and IT engineering students2018In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 19, no 1, article id 5Article in journal (Refereed)
    Abstract [en]

    This article concludes a longitudinal study with the broader aim to explore learner development as a long-term, social process. One goal has been to inform the endeavours of improving student engagement, retention, as well as under-representation of certain demographics in computing.

    Students of two computer science-related study programmes (CS/IT) reflected on their engagement in their field of study at different times during the first three study years. Drawing on social identity theory, the focus has been to analyse and describe different ways in which the students experience participation in CS/IT, i.e., doing, thinking, and feeling, in relation to CS/IT, negotiated among different people. Insights into participation in CS/IT were used to discuss what it entails to fit in and become a computing professional.

    Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which first-, second-, and third-year students experience participation in CS/IT. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies, participation as problem solving, and problem solving for others.

    Participation as problem solving appears to be central in this learning environment and the students integrate such experiences into their histories of engagement in CS/IT. In study year 3, the students also reason about participation as problem solving for others that they encounter in the human computer interaction course. However, at that time several students perform a technical problem solver identity and reject such broader ways of participating in CS/IT.

  • 3.
    Thota, Neena
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Berglund, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Learning Computer Science: Dimensions of variation within what Chinese students learn2016In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, no 3, article id 10Article in journal (Refereed)
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