Student perceptions of using DataCamp in a data wrangling course Online publication date: Wed, 05-Oct-2022
by Billie Anderson
International Journal of Teaching and Case Studies (IJTCS), Vol. 13, No. 2, 2022
Abstract: This study presents the results of a professor's semester-long experience of teaching a data wrangling course to a Master of Business Administration (MBA) class where most students had little or no background in coding or computing. The goal of this study was to better understand students' perceptions using DataCamp to learn data wrangling concepts. Voluntary, self-reported data were collected at the end of learning modules throughout the semester to evaluate their learning experience using DataCamp to learn data wrangling concepts. One major finding of this study is that the majority of students were surprised at how long it took them to complete more real-world problems in RStudio, given their previous experience with DataCamp. This finding speaks to some of the limitations of DataCamp in delivering the rich, complex, data-centered experiences that students need. This finding suggests that more open-ended problem-solving assignments can push students beyond what they learn from DataCamp alone.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Teaching and Case Studies (IJTCS):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook