Making coding meaningful: university students’ perceptions of bootcamp pedagogies

Abstract

Coding bootcamps targeting diverse learners are increasingly popular. However, little research has focused on the student experience of these courses: what pedagogic practices make learning coding meaningful for them and why. In a previous paper, we proposed a conceptual framework outlining three dimensions of learning opportunities in relation to coding: functional, collaborative, and critical & creative. The aim of the current paper is to characterise the pedagogic practices and learning outcomes highlighted by university coding bootcamp students as beneficial and then explore how they might map on to the dimensions in this framework. This study uses a mixed method design with quantitative and qualitative data from a sample of 36 students attending a Summer School in Coding, Data Analytics and Machine Learning. We use thematic analysis to describe how three main pedagogic approaches–guided hands-on, peer learning and contextualisation–were experienced by learners. The study suggests that mapping pedagogic practices to the dimensions of the framework can be of value to those designing courses to suit the diverse interests of students seeking an introduction to coding.