Experience in Teaching Object-Oriented Concepts to First Year Students with Diverse Backgrounds

Abstract

This paper describes the experiences in coordinating a first year programming course at Griffith University since Semester 1, 2000. In this time, the course structure and content have evolved to implement and evaluate an "objects-as-needed" approach to first year programming with the recent return to an "objects-early" approach. A variety of assessment strategies have also been employed in order to maximize student-learning outcomes. The success of the revised course has continuously been measured by evaluating student feedback and performance. Finally, a focus group-based strategy of evaluation was adopted to determine students' attitudes to the most recently implemented changes.