Margaret Hamilton

TL;DR: This article conducted research on the quality of discussion in fully online courses through analysis of discussion forum activities on two large fully online subjects for computing students over two consecutive semesters and used a grounded theoretic approach for data analysis.

TL;DR: An analysis of research papers about programming education that were published in computing education conferences in the years 2005 to 2008 using Simon's classification scheme to identify the papers of interest.

TL;DR: In this article, the authors describe a multi-national, multi-institutional study that investigated introductory programming courses and found that a deep approach to learning was positively correlated with mark for the course, while a surface approach was negatively correlated; spatial visualisation skills are correlated with success; a progression of map drawing styles identified in the literature has a significant correlation with marks; increasing measures of richness of articulation of a search strategy are also associated with higher marks.

TL;DR: This paper identifies key challenges for academic assessment that arise from students' use of Web 2.0 authoring forms for assessable student learning, noting especially the inter-relationship of learning objectives, assessment tasks and marking criteria.

TL;DR: The story of one department that did not develop proper professional processes to track plagiarism and punish it is described in this article, where the authors describe a case where plagiarism was treated arbitrarily, or with benign neglect.