Illustration of paradigm pluralism in computing education research

Resource type
Authors/contributors
Title
Illustration of paradigm pluralism in computing education research
Abstract
This 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. © 2012, Australian Computer Society, Inc.
Date
2012
Proceedings Title
Conferences in Research and Practice in Information Technology Series
Conference Name
14th Australasian Computing Education Conference, ACE 2012
Place
Melbourne; Australia
Publisher
Australian Computer Society, Inc.
Volume
123
Pages
103-112
Extra
Publisher: ACS
Citation
Thota, N., Berglund, A., & Clear, T. (2012). Illustration of paradigm pluralism in computing education research. Conferences in Research and Practice in Information Technology Series, 123, 103–112. https://www.scopus.com/record/display.uri?eid=2-s2.0-84878522133&origin=inward&txGid=81315c48936e3bc0f6c722737d60e587