Students may enrol and then find themselves in a course which is comparatively monolithic and relatively devoid of external reference. In recognition that the business of learning a programming language is often a difficult one, we have constructed a system which depends on a lot of supporting structure. As learning holes are found, teaching bridges are built. That is, wwe do not have full control over all the courses our students take, and therefore we can't incorporate our approach across each option our students are invovled with. Thus, external deadlines are a factor in how our students approach the course.
Students come from a variety of backgrounds.
As well as a wide diversity in cultural backgrounds, we have students from a wide range of academic pursuits within the university. We also have streams for high-achievers, as well as help for students with difficulties. In this environment, group-work requires careful implementation. There is also the simple logistical concern that many students drop out at the beginning of the course, causing workgroup instability. Some students have developed strategic approaches to success in instructional environments, and may resist an approach in which they asked to engage in a deeper relationship with the subject material.