L
Lynda Thomas
Researcher at Aberystwyth University
Publications - 55
Citations - 3354
Lynda Thomas is an academic researcher from Aberystwyth University. The author has contributed to research in topics: Active learning & Experiential learning. The author has an hindex of 26, co-authored 55 publications receiving 3066 citations. Previous affiliations of Lynda Thomas include University of Wales.
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Proceedings ArticleDOI
A multi-national, multi-institutional study of assessment of programming skills of first-year CS students
M. McCracken,Vicki L. Almstrum,Danny Diaz,Mark Guzdial,Dianne Hagan,Yifat Ben-David Kolikant,Cary Laxer,Lynda Thomas,Ian Utting,Tadeusz Wilusz +9 more
TL;DR: A trial assessment of whether students can program was developed and a framework of expectations for first-year courses and suggestions for further work to develop more comprehensive assessments were developed.
Journal ArticleDOI
A multi-national study of reading and tracing skills in novice programmers
Raymond Lister,Elizabeth S. Adams,Sue Fitzgerald,William Fone,John Hamer,Morten Lindholm,Robert McCartney,Jan Erik Moström,Kate Sanders,Otto Seppälä,Beth Simon,Lynda Thomas +11 more
TL;DR: A study by a ITiCSE 2001 working group established that many students do not know how to program at the conclusion of their introductory courses, and studied the alternative explanation, suggesting that such students have a fragile grasp of skills that are a prerequisite for problem-solving.
Proceedings ArticleDOI
Learning styles and performance in the introductory programming sequence
TL;DR: The implication of different preferred learning styles on students' performance in the introductory programming sequence and on work in progress on how to accommodate these different styles are reported on.
Journal ArticleDOI
Debugging: a review of the literature from an educational perspective
Renée McCauley,Sue Fitzgerald,Gary Lewandowski,Laurie Murphy,Beth Simon,Lynda Thomas,Carol Zander +6 more
TL;DR: An understanding of the previous work on debugging can offer computer science educators insights into how to improve contemporary learning and teaching of debugging and may suggest directions for future research into this important area.
Journal ArticleDOI
Debugging: finding, fixing and flailing, a multi-institutional study of novice debuggers
Sue Fitzgerald,Gary Lewandowski,Renée McCauley,Laurie Murphy,Beth Simon,Lynda Thomas,Carol Zander +6 more
TL;DR: The results confirm many findings from previous studies – most notably that once students find bugs, they can fix them and suggest that some changes have occurred in the student population, particularly an increased use of debugging tools and online resources, as well as the use of pattern matching, which has not previously been reported.