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Stimulating and maintaining students’ interest in Computer Science using the hackathon model

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dc.contributor.author Mtsweni, Jabu
dc.contributor.author Hanifa, Abdullah
dc.date.accessioned 2015-10-29T19:20:39Z
dc.date.available 2015-10-29T19:20:39Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/11622/57
dc.description.abstract Computer Science (CS) enrolments at higher education institutions across the globe remain low in comparison to other disciplines. The low interest in CS is often attributed to students’ misconceptions about the discipline, such as CS being construed as complex, asocial, and only for computer wizards. Consequently, hackathons, which are self-organised programmes that bring together different stakeholders to collaborate in rapidly building software prototypes, are emerging as one potential solution to address some of the students’ misconceptions about the CS field. Using an exploratory case study and activity theory for data analysis; this research article presents substantive research findings that posit hackathons as an approach that could stimulate and maintain students’ interest in CS. The key elements of the hackathon model are collaborations, networking, mentoring, hands-on engagement in socially-relevant computing projects, and community involvement. The model was evaluated using expert reviews in terms of its relevance, impact, complexity, and sustainability. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Computer Science en_US
dc.subject Distance Learning en_US
dc.subject Community Engagement en_US
dc.subject Higher Education en_US
dc.subject Hackathons en_US
dc.subject Software en_US
dc.subject Data Analysis en_US
dc.subject Mentoring en_US
dc.subject Networking en_US
dc.title Stimulating and maintaining students’ interest in Computer Science using the hackathon model en_US


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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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