Demands for the development of digital skills are becoming more and more prevalent. Curricula across the world are being increasingly focused on the development of students’ digital competences, and problem solving skills in particular. Teaching programming can be challenging for teachers, especially when younger children are taught. However, teaching programming is very important for the development of logical skills, analysis skills and problem solving skills. Accordingly, there are many platforms which have been developed for easier acquisition of programming concepts and their application. However, the ways of using these platforms may have different effects on learning process, depending on students’ characteristics and age. Besides, different approaches to platform development and platformfeatures complicate teachers’ right choice of the platform as well as the adaption of programming teaching to different groups of students. The aim of this paper is to analyze the effects the application of different platforms for learning programming may have on the cognitive and affective aspects of learning with students up to 14 years old. The review and analysis of the results of relevant papers which deal with the effects of using platforms for learning programming on learning outcomes and learning process have been conducted. Both the quantitative and qualitative results of the analyzed papers are considered. The paper concludes by giving some pedagogical and research implications.
In the context of its application in engineering fields, language learning is an insufficiently researched area. Language competencies are a highly significant aspect of professional performance, business communication, and professional development, especially in Information Technology. The paper gives insight into the analysis of differences in the self-efficacy measured among three groups of students classified according to their achieved grades. The aim of this paper is also to investigate the correlations between the students’ self-efficacy observed for five categories of writing skills in ESP and the students’ assessment graded by the teacher during the summary writing task. Besides, the paper provides an analysis of correlations between different categories of writing skills. The total number of students who participated in the research was 94, and the participants were the students of Information technology at the Faculty of Technical Sciences Čačak. The research instrument was English language self-efficacy scale for writing skills. Three types of analyses were used: descriptive analysis, correlative analysis and the analysis of variance (ANOVA). The results of the research indicate that the higher the students’ assessment is, the more skilled in writing in IT context they are considered in comparison to the students with lower assessment. The skills of writing fluency were estimated lowest over the entire sample. Positive correlations were obtained between all the analysed categories of students’ self-efficacy for writing skills and the teacher’s grades
E-learning is based on numerous psychological and pedagogical theories of learning, which is why their implementation in the context of instructional design can greatly affect the organization and content of e-courses. Diversity in the contents of certain teaching areas requires different approaches in shaping the learning environment. Therefore, the aim of this pilot study is to examine the representation of learning theories in e-course design in the context of higher education. For the needs of the research, an instrument was created which was piloted on a sample of 20 teachers and associates of the Faculty of Technical Sciences in Čačak, University of Kragujevac. The questionnaire covers the following learning theories: behavioral theories, individual and social constructivism, cognitivism and enactivism. The results of this research indicate that teachers and associates give statistically different estimates of the representation of individual learning theories in their e-courses, although these differences do not exist between all compared categories. The principles of individual constructivism are most represented, and social constructivism and enactivism are the least represented. Based on the obtained results, the paper presents pedagogical and research implications for a more detailed examination and understanding of the subject of research.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.