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dc.contributor.authorThota, N
dc.contributor.authorBerglund, A
dc.contributor.authorClear, Tony
dc.contributor.editorDeRaadt, M
dc.contributor.editorCarbone, A
dc.date.accessioned2012-02-13T09:56:45Z
dc.date.accessioned2012-02-13T09:57:06Z
dc.date.available2012-02-13T09:56:45Z
dc.date.available2012-02-13T09:57:06Z
dc.date.copyright2012-01-30
dc.date.issued2012-02-13
dc.identifier.citationAustralasian Computing Education Research Conference (ACE 2012), Melbourne, Australia, 2012-01-30 - 2012-02-03, vol.123, pages 61 - 70
dc.identifier.urihttp://hdl.handle.net/10292/3387
dc.description.abstractThis paper argues for paradigm pluralism in computing education research. The value of mixing paradigms, and the choice of methodological eclecticism and mixed methods is explored using pragmatic knowledge claims. A research study, which focused on the design of an introductory object-oriented programming (OOP) course for undergraduate students, is introduced as an illustration of paradigm pluralism. The study demonstrates methodological eclecticism and use of mixed methods for data collection and analysis. Meaningful outcomes resulting from the choice of the research design are described. A framework that focuses on the research problem and research questions to guide research design is presented as the outcome of the study. Through the discussion and demonstration of paradigm pluralism, this paper contributes to increased awareness of theoretically anchored research in computer science.
dc.publisherACS
dc.relation.replaceshttp://hdl.handle.net/10292/3386
dc.relation.replaces10292/3386
dc.relation.isreplacedby10292/4724
dc.relation.isreplacedbyhttp://hdl.handle.net/10292/4724
dc.relation.urihttp://crpit.com/abstracts/CRPITV123Thota.html
dc.rightsCopyright © 2012, Australian Computer Society, Inc. This paper appeared at (see Citation). Conferences in Research and Practice in Information Technology, (see Citation). Reproduction for academic, not-for profit purposes permitted provided this text is included.
dc.subjectParadigm, Methodology, Mixed methods
dc.titleIllustration of paradigm pluralism in computing education research
dc.typeConference Contribution
dc.rights.accessrightsOpenAccess


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