Enhancing the quality of Final Year Projects in Computing through weekly written tasks

Writing can be used as a means of engaging students in their studies, leading to greater time spent on the subject, greater interest in the subject and ultimately better grades. The intervention discussed in this paper involved the setting of weekly written tasks embedded within the lecture strand o...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Marion Bowman, Andrea Cullen
Formato: article
Lenguaje:EN
Publicado: Association for Learning Development in Higher Education (ALDinHE) 2012
Materias:
Acceso en línea:https://doaj.org/article/22a6ba543fa64c2d89bc60ea9ecbcbc3
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id oai:doaj.org-article:22a6ba543fa64c2d89bc60ea9ecbcbc3
record_format dspace
spelling oai:doaj.org-article:22a6ba543fa64c2d89bc60ea9ecbcbc32021-11-29T14:04:04ZEnhancing the quality of Final Year Projects in Computing through weekly written tasks10.47408/jldhe.v0i0.1871759-667Xhttps://doaj.org/article/22a6ba543fa64c2d89bc60ea9ecbcbc32012-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/187https://doaj.org/toc/1759-667XWriting can be used as a means of engaging students in their studies, leading to greater time spent on the subject, greater interest in the subject and ultimately better grades. The intervention discussed in this paper involved the setting of weekly written tasks embedded within the lecture strand of a Computing Final Year Project (FYP) module. The aims behind this ââ¬Ëthinking through writingââ¬â¢ intervention were to enhance studentsââ¬â¢ ability to produce high quality projects and written project reports, as well as to improve studentsââ¬â¢ ability to manage their time while completing their projects. Results from this study showed that there was a significant positive relationship between weekly task marks and project marks, however, only 57% of the cohort were classed as being ââ¬Ëengagedââ¬â¢ in doing the written tasks (as they had completed seven or more of the ten tasks). In addition, tentative results showed that the weekly task intervention seemed to be associated with better quality written project reports. Also, students generally seemed to regard the weekly written tasks as useful for time management, in terms of completing their written project reports. However, this collaborative intervention did raise questions about the link between learning and writing in this context. Finally, a number of recommendations are made for ââ¬Ëlearning through writingââ¬â¢ interventions in FYP modules.Marion BowmanAndrea CullenAssociation for Learning Development in Higher Education (ALDinHE)articlewriting to learntechnical writingFinal Year Projectcomputingengineeringtime managementTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2012)
institution DOAJ
collection DOAJ
language EN
topic writing to learn
technical writing
Final Year Project
computing
engineering
time management
Theory and practice of education
LB5-3640
spellingShingle writing to learn
technical writing
Final Year Project
computing
engineering
time management
Theory and practice of education
LB5-3640
Marion Bowman
Andrea Cullen
Enhancing the quality of Final Year Projects in Computing through weekly written tasks
description Writing can be used as a means of engaging students in their studies, leading to greater time spent on the subject, greater interest in the subject and ultimately better grades. The intervention discussed in this paper involved the setting of weekly written tasks embedded within the lecture strand of a Computing Final Year Project (FYP) module. The aims behind this ââ¬Ëthinking through writingââ¬â¢ intervention were to enhance studentsââ¬â¢ ability to produce high quality projects and written project reports, as well as to improve studentsââ¬â¢ ability to manage their time while completing their projects. Results from this study showed that there was a significant positive relationship between weekly task marks and project marks, however, only 57% of the cohort were classed as being ââ¬Ëengagedââ¬â¢ in doing the written tasks (as they had completed seven or more of the ten tasks). In addition, tentative results showed that the weekly task intervention seemed to be associated with better quality written project reports. Also, students generally seemed to regard the weekly written tasks as useful for time management, in terms of completing their written project reports. However, this collaborative intervention did raise questions about the link between learning and writing in this context. Finally, a number of recommendations are made for ââ¬Ëlearning through writingââ¬â¢ interventions in FYP modules.
format article
author Marion Bowman
Andrea Cullen
author_facet Marion Bowman
Andrea Cullen
author_sort Marion Bowman
title Enhancing the quality of Final Year Projects in Computing through weekly written tasks
title_short Enhancing the quality of Final Year Projects in Computing through weekly written tasks
title_full Enhancing the quality of Final Year Projects in Computing through weekly written tasks
title_fullStr Enhancing the quality of Final Year Projects in Computing through weekly written tasks
title_full_unstemmed Enhancing the quality of Final Year Projects in Computing through weekly written tasks
title_sort enhancing the quality of final year projects in computing through weekly written tasks
publisher Association for Learning Development in Higher Education (ALDinHE)
publishDate 2012
url https://doaj.org/article/22a6ba543fa64c2d89bc60ea9ecbcbc3
work_keys_str_mv AT marionbowman enhancingthequalityoffinalyearprojectsincomputingthroughweeklywrittentasks
AT andreacullen enhancingthequalityoffinalyearprojectsincomputingthroughweeklywrittentasks
_version_ 1718407271861452800