@phdthesis{AlSaffar2016,
  author    = {Al-Saffar, Loay Talib Ahmed},
  title     = {Analysing prerequisites, expectations, apprehensions, and attitudes of university students studying Computer science},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-98437},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xii, 131},
  year      = {2016},
  abstract  = {The main objective of this dissertation is to analyse prerequisites, expectations, apprehensions, and attitudes of students studying computer science, who are willing to gain a bachelor degree. The research will also investigate in the students' learning style according to the Felder-Silverman model. These investigations fall in the attempt to make an impact on reducing the "dropout"/shrinkage rate among students, and to suggest a better learning environment. The first investigation starts with a survey that has been made at the computer science department at the University of Baghdad to investigate the attitudes of computer science students in an environment dominated by women, showing the differences in attitudes between male and female students in different study years. Students are accepted to university studies via a centrally controlled admission procedure depending mainly on their final score at school. This leads to a high percentage of students studying subjects they do not want. Our analysis shows that 75\% of the female students do not regret studying computer science although it was not their first choice. And according to statistics over previous years, women manage to succeed in their study and often graduate on top of their class. We finish with a comparison of attitudes between the freshman students of two different cultures and two different university enrolment procedures (University of Baghdad, in Iraq, and the University of Potsdam, in Germany) both with opposite gender majority. The second step of investigation took place at the department of computer science at the University of Potsdam in Germany and analyzes the learning styles of students studying the three major fields of study offered by the department (computer science, business informatics, and computer science teaching). Investigating the differences in learning styles between the students of those study fields who usually take some joint courses is important to be aware of which changes are necessary to be adopted in the teaching methods to address those different students. It was a two stage study using two questionnaires; the main one is based on the Index of Learning Styles Questionnaire of B. A. Solomon and R. M. Felder, and the second questionnaire was an investigation on the students' attitudes towards the findings of their personal first questionnaire. Our analysis shows differences in the preferences of learning style between male and female students of the different study fields, as well as differences between students with the different specialties (computer science, business informatics, and computer science teaching). The third investigation looks closely into the difficulties, issues, apprehensions and expectations of freshman students studying computer science. The study took place at the computer science department at the University of Potsdam with a volunteer sample of students. The goal is to determine and discuss the difficulties and issues that they are facing in their study that may lead them to think in dropping-out, changing the study field, or changing the university. The research continued with the same sample of students (with business informatics students being the majority) through more than three semesters. Difficulties and issues during the study were documented, as well as students' attitudes, apprehensions, and expectations. Some of the professors and lecturers opinions and solutions to some students' problems were also documented. Many participants had apprehensions and difficulties, especially towards informatics subjects. Some business informatics participants began to think of changing the university, in particular when they reached their third semester, others thought about changing their field of study. Till the end of this research, most of the participants continued in their studies (the study they have started with or the new study they have changed to) without leaving the higher education system.},
  language  = {en}
}
@book{OPUS4-4677,
  title     = {Selected Papers of the International Workshop on Smalltalk Technologies (IWST'10) : Barcelona, Spain, September 14, 2010},
  editor    = {Haupt, Michael and Hirschfeld, Robert},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-106-6},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-48553},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {34},
  year      = {2010},
  abstract  = {The goal of the IWST workshop series is to create and foster a forum around advancements of or experience in Smalltalk. The workshop welcomes contributions to all aspects, theoretical as well as practical, of Smalltalk-related topics.},
  language  = {en}
}
@phdthesis{Teusner2021,
  author    = {Teusner, Ralf},
  title     = {Situational interventions and peer feedback in massive open online courses},
  doi       = {10.25932/publishup-50758},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-507587},
  school      = {Universit{\"a}t Potsdam},
  pages     = {178},
  year      = {2021},
  abstract  = {Massive Open Online Courses (MOOCs) open up new opportunities to learn a wide variety of skills online and are thus well suited for individual education, especially where proffcient teachers are not available locally. At the same time, modern society is undergoing a digital transformation, requiring the training of large numbers of current and future employees. Abstract thinking, logical reasoning, and the need to formulate instructions for computers are becoming increasingly relevant. A holistic way to train these skills is to learn how to program. Programming, in addition to being a mental discipline, is also considered a craft, and practical training is required to achieve mastery. In order to effectively convey programming skills in MOOCs, practical exercises are incorporated into the course curriculum to offer students the necessary hands-on experience to reach an in-depth understanding of the programming concepts presented. Our preliminary analysis showed that while being an integral and rewarding part of courses, practical exercises bear the risk of overburdening students who are struggling with conceptual misunderstandings and unknown syntax. In this thesis, we develop, implement, and evaluate different interventions with the aim to improve the learning experience, sustainability, and success of online programming courses. Data from four programming MOOCs, with a total of over 60,000 participants, are employed to determine criteria for practical programming exercises best suited for a given audience. Based on over five million executions and scoring runs from students' task submissions, we deduce exercise difficulties, students' patterns in approaching the exercises, and potential flaws in exercise descriptions as well as preparatory videos. The primary issue in online learning is that students face a social gap caused by their isolated physical situation. Each individual student usually learns alone in front of a computer and suffers from the absence of a pre-determined time structure as provided in traditional school classes. Furthermore, online learning usually presses students into a one-size-fits-all curriculum, which presents the same content to all students, regardless of their individual needs and learning styles. Any means of a personalization of content or individual feedback regarding problems they encounter are mostly ruled out by the discrepancy between the number of learners and the number of instructors. This results in a high demand for self-motivation and determination of MOOC participants. Social distance exists between individual students as well as between students and course instructors. It decreases engagement and poses a threat to learning success. Within this research, we approach the identified issues within MOOCs and suggest scalable technical solutions, improving social interaction and balancing content difficulty. Our contributions include situational interventions, approaches for personalizing educational content as well as concepts for fostering collaborative problem-solving. With these approaches, we reduce counterproductive struggles and create a universal improvement for future programming MOOCs. We evaluate our approaches and methods in detail to improve programming courses for students as well as instructors and to advance the state of knowledge in online education. Data gathered from our experiments show that receiving peer feedback on one's programming problems improves overall course scores by up to 17\%. Merely the act of phrasing a question about one's problem improved overall scores by about 14\%. The rate of students reaching out for help was significantly improved by situational just-in-time interventions. Request for Comment interventions increased the share of students asking for help by up to 158\%. Data from our four MOOCs further provide detailed insight into the learning behavior of students. We outline additional significant findings with regard to student behavior and demographic factors. Our approaches, the technical infrastructure, the numerous educational resources developed, and the data collected provide a solid foundation for future research.},
  language  = {en}
}