Abstract is missing.
- CS education: coming of age and its consequences: keynote addressQuintin I. Cutts. 1 [doi]
- Replication in computing education research: researcher attitudes and experiencesAlireza Ahadi, Arto Hellas, Petri Ihantola, Ari Korhonen, Andrew Petersen. 2-11 [doi]
- An innovative approach to improve assessment of group based projectsSusan Bergin, Aidan Mooney. 12-20 [doi]
- Managing plagiarism in programming assignments with blended assessment and randomisationSteven Bradley. 21-30 [doi]
- Towards progress indicators for measuring student programming effort during solution developmentStephen Edwards, Zhiyi Li. 31-40 [doi]
- Pauses and spacing in learning to programLeo Leppänen, Juho Leinonen, Arto Hellas. 41-50 [doi]
- Classifying the tools of contextualized programming education and forms of media computationAleksi Lukkarinen, Juha Sorva. 51-60 [doi]
- The role of anxiety when learning to program: a systematic review of the literatureKeith Nolan, Susan Bergin. 61-70 [doi]
- Revisiting why students drop CS1Andrew Petersen, Michelle Craig, Jennifer Campbell, Anya Tafliovich. 71-80 [doi]
- Towards an E-assessment tool for advanced software engineering skillsTobias Reischmann, Herbert Kuchen. 81-90 [doi]
- Threshold concepts in computing: past, present, and futureKate Sanders, Robert McCartney. 91-100 [doi]
- The koli calling communitySimon. 101-109 [doi]
- Analyzing students' software redesign strategiesSylvia Stuurman, Harrie Passier, Erik Barendsen. 110-119 [doi]
- The long quest for computational thinkingMatti Tedre, Peter J. Denning. 120-129 [doi]
- VEAP: a visualisation engine and analyzer for preSS#Natalie Culligan, Keith Quille, Susan Bergin. 130-134 [doi]
- Primary school teachers' opinions about early computer science educationAlexandra Funke, Katharina Geldreich, Peter Hubwieser. 135-139 [doi]
- Writing to learn programming?: a single case pilot studyVille Isomöttönen, Aletta Nylén, Ville Tirronen. 140-144 [doi]
- On the way to a test instrument for object-oriented programming competenciesMatthias Kramer, David A. Tobinski, Torsten Brinda. 145-149 [doi]
- The ethnoprogramming modelOuti Laiti. 150-154 [doi]
- Combining parson's problems with program visualization in CS1 contextTeemu Sirkiä. 155-159 [doi]
- Designing a rubric for feedback on code quality in programming coursesMartijn Stegeman, Erik Barendsen, Sjaak Smetsers. 160-164 [doi]
- Using JS-Eden to introduce the concepts of reinforcement learning and artificial neural networksTapani Toivonen. 165-169 [doi]
- Evolving a web science curriculumElisabeth Coskun, Su White. 170-171 [doi]
- Paper-based vs computer-based exams in CS1Vesa Lappalainen, Antti-Jussi Lakanen, Harri Högmander. 172-173 [doi]
- Engaging computer science non-majors by teaching K-12 pupils programming: first experiences with a large-scale voluntary programDany Meyer, Ansgar Batzner. 174-175 [doi]
- Evaluating mobileEdu: third-year undergraduate computer science students' mobile learning achievementsSolomon Sunday Oyelere, Jarkko Suhonen, Greg M. Wajiga, Erkki Sutinen. 176-177 [doi]
- Learning programming online: a racket-course for elementary school teachers in FinlandTiina Partanen, Linda Mannila, Timo Poranen. 178-179 [doi]
- A framework for evaluating student interaction with automatically assessed exercisesVille Tirronen, Maria Tirronen. 180-181 [doi]