By Shahabuddin Amerudin
Abstract
This article delves into a pressing issue within the realm of Geoinformatics education at UTM, namely, the divergence between the comprehensive programming curriculum provided to undergraduate students and their challenges in applying programming skills to practical scenarios. Geoinformatics undergraduates are mandated to undertake an array of programming courses as part of their academic journey, yet they often encounter obstacles and exhibit reluctance when confronted with coding tasks. This article explores the underlying causes of this discrepancy, investigates its implications for students’ readiness in the professional workforce, and presents suggestions for curriculum refinements and support mechanisms aimed at enhancing the overall educational experience.
- Introduction
Geoinformatics is an interdisciplinary field that amalgamates geography, surveying, computer science, and data analysis to address spatial challenges. A strong foundation in programming is indispensable for Geoinformatics students as it equips them with the skills required to craft desktop, web, and mobile applications for geospatial analysis and data presentation. Paradoxically, a disconcerting trend has emerged in Geoinformatics education – notwithstanding an extensive programming curriculum, students grapple with programming tasks and harbour apprehensions toward coding assignments. This article delves into the root causes of this quandary and proposes strategies to bridge the chasm between the curriculum and students’ practical programming proficiencies.
- The Programming Curriculum
Our undergraduate students pursuing a Bachelor of Science in Geoinformatics at UTM are obligated to complete a series of programming courses as part of their academic journey. These courses encompass Computer Programming I (core) in Year 1, Semester 1; Computer Programming II (core) in Year 1, Semester 2; and Computer Programming III (as an elective) in Year 3, Semester 2. In addition to these programming courses, they are also enrolled in pertinent courses such as Geospatial Database (core) in Year 2, Semester 2; System Analysis and Design (core) in Year 2, Semester 1; GIS Training Camp II – database and application development (core) in Year 2, Semester 1; Database Management System (as an elective) in Year 3, Semester 2; GIS Software System (as an elective) in Year 3, Semester 2; and Web-Based GIS (as an elective) in Year 4, Semester 2.
- Understanding the Dilemma
Nevertheless, despite the presence of an extensive curriculum, a considerable number of these students grapple with programming and find themselves lacking the essential skills required for crafting desktop, web, and mobile applications that involve programming or scripting. This challenge often leads them to exhibit disinterest and apprehension when confronted with such assignments, resulting in a tendency to resort to online searches for pre-existing programs and source codes rather than actively engaging in the hands-on coding process. It becomes evident that these students gravitate towards less challenging and more straightforward alternatives. This situation raises questions about the preparedness and capabilities of today’s students as they prepare to enter the professional realm upon graduation.
Upon a detailed examination of this predicament, various factors come to light, shedding light on the root causes. The sheer abundance of programming and computer science-related courses within the curriculum appears to be a pivotal issue. While a solid foundation in programming is undoubtedly essential for Geoinformatics students, the current educational structure may overwhelm them with an excessive amount of coursework in this domain, potentially resulting in burnout and a sense of hopelessness.
To further elucidate this issue, let’s consider a few illustrative examples:
Example 1:
Imagine a Geoinformatics student named Siti. She is passionate about mapping and spatial analysis but finds the programming courses daunting. When assigned a task to develop a web-based GIS application, Sarah feels overwhelmed and anxious. Instead of attempting to code the application herself, she resorts to searching online for existing solutions. As a result, she misses out on the opportunity to enhance her coding skills and gain practical experience.
Example 2:
Johan, another Geoinformatics student, is enthusiastic about the potential of geospatial databases. However, he struggles with programming assignments related to database management. Instead of seeking help or seeking out opportunities for hands-on practice, John simply skips these assignments, which ultimately hinders his ability to work with geospatial databases effectively in his future career.
In both these examples, the students’ reluctance to engage in coding tasks and their preference for easier alternatives hinder their growth and readiness for the professional world.
The prevalence of such instances highlights the need for a balanced approach in Geoinformatics education, where students are equipped with both theoretical knowledge and practical programming skills. While it is crucial to provide a robust foundation in programming, it is equally important to ensure that students can apply this knowledge effectively in real-world scenarios. By addressing these challenges and implementing the recommended strategies, educational institutions can better prepare Geoinformatics students for the demands of their future careers, nurturing their confidence and competence in programming while avoiding burnout and disillusionment. This holistic approach can lead to more capable and adaptable graduates ready to excel in the field of geoinformatics.
Upon scrutinising this dilemma, several factors surface. The prolific presence of programming and computer science-related courses in the curriculum might be a central issue. Although a robust grounding in programming is indispensable for Geoinformatics students, the current framework may inundate them with coursework in this domain, potentially resulting in burnout and despondency.
- Recommendations for Improvements
To enhance programming education and in still a genuine interest in software and application development among Geoinformatics students, it is essential to delve deeper into the proposed recommendations and explore their potential impact through illustrative examples.
Curriculum Evaluation
Consider a scenario where Geoinformatics curriculum designers undertake a thorough review of their programming course offerings. They identify that several courses cover similar programming concepts without providing students with practical applications. As a result, they decide to streamline the programming curriculum. Instead of multiple courses focusing on similar topics, they introduce a well-rounded course that combines theory with hands-on projects, offering students a more balanced and meaningful learning experience. This revision not only reduces redundancy but also fosters students’ interest in programming by emphasizing its real-world relevance.
Hands-On Learning:
Imagine a Geoinformatics course where students are introduced to geospatial data analysis using a hands-on approach. In this scenario, students work on a project involving the creation of a web-based mapping application. They learn programming skills by building the application step by step, gaining practical experience along the way. This approach not only reinforces their coding skills but also kindles their interest as they witness the tangible results of their efforts. By infusing such hands-on projects into various courses, students are more likely to engage with programming concepts and develop a passion for software development.
Mentorship Programs
Consider a student named Alex, who struggles with programming assignments in his Geoinformatics program. Recognizing his difficulties, the institution pairs him with a mentor who is an experienced programmer. This mentor provides one-on-one guidance, helping Alex navigate through challenging coding tasks, and offering insights into the practical applications of programming in geospatial analysis. The mentorship not only improves Alex’s understanding but also boosts his motivation, as he begins to see the real-world value of programming skills. Such mentorship programs can be instrumental in nurturing students’ interest in programming.
Interdisciplinary Collaboration
In a hypothetical scenario, a Geoinformatics program collaborates with other departments, such as Landscape Architecture and Planning, to embark on an interdisciplinary project. Students from diverse fields work together to address a complex spatial issue that requires coding expertise. As Geoinformatics students witness how their programming skills contribute to solving real-world problems in collaboration with their peers from different backgrounds, their motivation and interest in programming soar. They recognize the broader applications of programming beyond their immediate field, making them more eager to learn and innovate.
Soft Skills Development
Imagine a series of workshops integrated into the Geoinformatics curriculum, focusing on problem-solving, teamwork, and communication skills. These workshops not only impart essential soft skills but also demonstrate their significance in the professional world. For instance, during a group project, students encounter challenges that require problem-solving and teamwork. Through these experiences, they realize the critical role these skills play in successfully executing projects. This newfound awareness motivates them to develop these competencies alongside their technical proficiency, thereby increasing their interest in programming as they see its practical relevance in the workplace.
Incorporating these recommendations into the Geoinformatics curriculum, along with practical examples, not only enriches the educational experience but also ignites students’ passion for programming and software development. By fostering a dynamic and supportive learning environment that combines theory with hands-on practice, mentorship, interdisciplinary collaboration, and the development of essential soft skills, educational institutions can empower Geoinformatics students to thrive in their future careers and embrace programming as a valuable tool in their professional toolkit.
- Conclusion
Balancing the theoretical facets of Geoinformatics education with practical programming aptitude is imperative. The existing rift between the curriculum and students’ proficiency in applying programming knowledge warrants immediate attention. By implementing the suggested strategies, institutions can better equip Geoinformatics students to confront the challenges awaiting them in their careers, ensuring their success in the professional sphere. It is crucial to adapt and revamp the curriculum to stay abreast of the evolving demands of the field while nurturing students’ confidence and competence in programming.
Suggestion for Citation: Amerudin, S. (2023). Balancing Programming Education in Geoinformatics: Striking the Right Chord for Student Success. [Online] Available at: https://people.utm.my/shahabuddin/?p=6994 (Accessed: 5 September 2023).