Educational Model for Improving Programming Skills Based on Conceptual Microlearning Framework

  • Ján Skalka
  • Martin DrlíkEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 916)


The teachers of programming ask often students to develop complete programs in the early stages of the course. This strategy is inadequate for many students because learning programming is a complicated process. Taxonomies of educational objectives, such as Bloom’s and its derivatives can be an excellent source to define and validate proposed educational models developed for teaching programming not only at the introductory programming level at the universities but also for teaching quite complex programming tasks, which require specialized skills and technologies. Several learning approaches and taxonomies from the teaching programming point of view are analyzed in the paper. Subsequently, individual phases of the selected taxonomies are mapped to the interrelated parts of the proposed conceptual model of microlearning framework prepared in the university environment. Finally, their mutual consistency and contribution to the teaching programming theory are discussed.


Educational taxonomies Micro-learning Programming languages Teaching Bloom’s taxonomy 



The research for this paper was financially supported by grant KEGA - 029UKF-4/2018 Innovative Methods in Programming Education in the University Education of Teachers and IT Professionals.


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Authors and Affiliations

  1. 1.Constantine the Philosopher University in NitraNitraSlovakia

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