Abstract is missing.
- 'Follow the moon' development: writing a systematic literature review on global software engineering educationTony Clear. 1-4 [doi]
- Towards a pedagogical design for teaching novice programmers: design-based research as an empirical determinant for successJacqui Chetty, Duan van der Westhuizen. 5-12 [doi]
- Measuring the effect of inventing practice exercises on learning in an introductory programming coursePaul Denny, Diana Cukierman, Jonathan Bhaskar. 13-22 [doi]
- Object-oriented programming course revisitedAntti Herala, Erno Vanhala, Uolevi Nikula. 23-32 [doi]
- Is the world ready or do we need more tools for programming related teamwork?Jouni Ikonen, Antti Knutas, Yongyi Wu, Isaac Agudo. 33-39 [doi]
- Revisiting rainfall to explore exam questions and performance on CS1Antti-Jussi Lakanen, Vesa Lappalainen, Ville Isomöttönen. 40-49 [doi]
- On the role of gamification and localization in an open online learning environment: javala experiencesTimo Lehtonen, Timo Aho, Essi Isohanni, Tommi Mikkonen. 50-59 [doi]
- Identification of programmers from typing patternsKrista Longi, Juho Leinonen, Henrik Nygren, Joni Salmi, Arto Klami, Arto Vihavainen. 60-67 [doi]
- Second year computer science and IT students' experience of participation in the disciplineAnne-Kathrin Peters, Anders Berglund, Anna Eckerdal, Arnold Pears. 68-76 [doi]
- An exploration of error quotient in multiple contextsAndrew Petersen, Jaime Spacco, Arto Vihavainen. 77-86 [doi]
- Do we know how difficult the rainfall problem is?Otto Seppälä, Petri Ihantola, Essi Isohanni, Juha Sorva, Arto Vihavainen. 87-96 [doi]
- In their own words: students and academics write about academic integritySimon, Judy Sheard. 97-106 [doi]
- Exploring societal factors affecting the experience and engagement of first year female computer science undergraduatesJane Sinclair, Sara Kalvala. 107-116 [doi]
- Introducing Thonny, a Python IDE for learning programmingAivar Annamaa. 117-121 [doi]
- Binary instant feedback on programming exercises can reduce student engagement and promote cheatingAngelo Kyrilov, David C. Noelle. 122-126 [doi]
- Theater robotics for human technology educationMikko Laamanen, Ilkka Jormanainen, Erkki Sutinen. 127-131 [doi]
- A low overhead automated service for teaching programmingMatija Lokar, Matija Pretnar. 132-136 [doi]
- Multidimensional analysis of creative coding MOOC forums: a methodological discussionAletta Nylén, Neena Thota, Anna Eckerdal, Päivi Kinnunen, Matthew Butler, Michael Morgan. 137-141 [doi]
- Collaborative course project for practicing component-based software engineeringAndré L. Santos. 142-146 [doi]
- Tailoring animations of example programsTeemu Sirkiä, Juha Sorva. 147-151 [doi]
- Embedded questions in ebooks on programming: useful for a) summative assessment, b) formative assessment, or c) something else?Juha Sorva, Teemu Sirkiä. 152-156 [doi]
- Towards an ideal software engineering project courseTero Ahtee, Mikko Tiusanen. 157-158 [doi]
- Where making construals meets learning to codeMeurig Beynon, Russell Boyatt, Ilkka Jormanainen, Andrés Moreno. 159-160 [doi]
- Gender differences in programming: research results and teachers' perceptionAlexandra Funke, Marc Berges, Andreas Mühling, Peter Hubwieser. 161-162 [doi]
- Informal CS learning through games: benefits to formal education?Lassi Haaranen, Päivi Kinnunen. 163-164 [doi]
- Teaching programming with flipped classroom method: a study from two programming coursesAntti Herala, Erno Vanhala, Antti Knutas, Jouni Ikonen. 165-166 [doi]
- Measuring self-regulated learning in a novel e-learning platform: eLDaD. F. O. Onah, J. E. Sinclair. 167-168 [doi]
- Acos server: towards smart learning content interoperabilityTeemu Sirkiä, Lassi Haaranen. 169-170 [doi]
- Modern goto: novice programmer usage of non-standard control flowStewart D. Smith, Nicholas Zemljic, Andrew Petersen. 171-172 [doi]
- Modeling informal learning in companiesIlona Grubliauskaite. 173-174 [doi]
- Investigating computing students' identity developmentAnne-Kathrin Peters. 175-176 [doi]