Work-in-Progress: Learning to Program in a Connected World

The problem of teaching introductory programming is a recurrent one which has interested and challenged computer scientists over the years. It has evoked differing philosophies, has motivated new languages and fuelled 'wars' between supporters of different languages and approaches. Much of the discourse surrounding these practices dates from a period when learning was bounded by practical activities and assiduous use of reference books. Recent technological changes are however impacting on learners' approaches to life and study, the Internet has not only become a very visible field for the programmer's skills, it is also plays an intrinsic role in the practices and experiences of novice learners. However academics engaged in instructing these courses, although highly computer literate may have limited personal experience of integrating independent learning via the web as a novice programmer. This account of work in progress presents a preliminary study which explores the learning practices of students enrolled on introductory programming courses. A mixed methods approach using quantitative and qualitative data is designed to triangulate information order to reveal practices, beliefs and attitudes to learning. It focuses on discovering what the student believes, experiences and does. The paper will present interim findings and discuss the challenge and potential advantages of working within a mixed methods research framework.