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Type: Conference paper
Title: Understanding the teaching context of first year ICT Education in Australia
Author: Butler, M.
Sheard, J.
Morgan, M.
Weerasinghe, A.
Falkner, K.
Citation: Conferences in Research and Practice in Information Technology Series, 2015, vol.160, pp.101-109
Publisher: Australian Computer Society Inc.
Issue Date: 2015
Series/Report no.: Conferences in Research and Practice in Information Technology (CRPIT), Vol. 160
ISBN: 9781921770425
ISSN: 1445-1336
Conference Name: 17th Australasian Computing Education Conference (ACE 2015) (27 Jan 2015 - 30 Jan 2015 : Sydney, Australia)
Statement of
Matthew Butler, Judy Sheard, Michael Morgan, Katrina Falkner, Simon, Amali Weerasinghe
Abstract: This paper reports on an investigation of the teaching context of first-year Information and Communications Technology (ICT) courses at Australian universities and the influences of this on students' learning experiences. This is part of a larger project which aimed to identify and disseminate good practices in ICT teaching at Australian universities with a specific focus on the first-year experience. We conducted a systematic review of the research literature from the previous five years and an online search of information on existing courses and content, and interviewed 30 academics concerned with design and delivery of the first-year learning experience in 25 Australian universities. From our study of teaching context we gained a comprehensive view of the current curricula, teaching models and teaching spaces and were able to outline the unique challenges that our first-year ICT students face and to recommend areas for further investigation.
Keywords: First Year, student experience, curriculum, learning spaces
Rights: Copyright (c) 2015, Australian Computer Society, Inc. This paper appeared at the 17th Australasian Computing Education Conference (ACE 2015), Sydney, Australia, January 2015. Conferences in Research and Practice in Information Technology (CRPIT), Vol. 160. D. D'Souza and K. Falkner, Eds. Reproduction for academic, not-for-profit purposes permitted provided this text is included.
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Computer Science publications

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