REDESIGNING AN INTRODUCTORY

PROGRAMMING COURSE TO FACILITATE

EFFECTIVE STUDENT LEARNING: A CASE STUDY

BACKGROUND
Many instructors want to create or
redesign their courses to strengthen the
relationship between teaching and
learning; however, the researchers of this
study believe that the concept of Student
Ownership of Learning (SOL) connects to
student engagement and achievement in
the classroom setting.

METHODOLOGY

This paper employs a case study design to

construct a qualitative research method
as it relates to the phenomenon of the
study’s goals and lived experiences of
students in the redesigned introductory
programming course.

CONTRIBUTION
This study provides a practical guide for faculty
members in Information Technology programs and
other faculty members in non-Computer Science
programs to create or redesign an introductory
course that increases student engagement and
achievement in the classroom based on the concept
of Student Ownership of Learning (SOL).

FINDINGS
This study found two goals evidently in support to
increase Student Ownership of Learning (SOL). The
first goal (Increase their ownership of learning
SOL) showed that students found value in the
course contents and took control of their learning;
therefore, the faculty no longer had to point out
how important different programming concepts
were.

IMPACT ON
SOCIETY
tudent Ownership of Learning is relevant for faculty
and universities to incorporate in the creation or
redesigning of coursework in academic programs.
Readers can gain an understanding that student
engagement and achievement are two important
drivers of Student Ownership of Learning (SOL) in
the classroom setting.