A pilot study of cooperative programming learning behavior and its relationship with students' learning performance

Hwang, Wu‐Yuin; Shadiev, Rustam; Wang, Chin-Yu; Huang, Zhihua

doi:10.1016/j.compedu.2011.12.009

Cited by 69 publications

(59 citation statements)

References 17 publications

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“…According to Hwang et al [18], Hwang et al [19], and Shadiev et al [20], programming language learning in cooperation offers many potential benefits. Cooperation motivates students' learning and triggers active participation.…”

Section: Cooperative Programmingmentioning

confidence: 99%

“…According to McDowell et al [22], cooperative programming learning can improve learning performance. Goldman [21], McDowell et al [22], and Hwang et al [23] suggested that students who study computer programming in cooperation have better learning performance in terms of program readability and correctness compared to students who study individually. Williams et al [16] and McDowell et al [22] found that students working in cooperation spent less time solving a programming problem, and they solved it better than those who worked solely.…”

Section: Cooperative Programmingmentioning

confidence: 99%

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Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

Shadiev

Hwang

Yeh

et al. 2014

Journal of Educational Computing Research

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This study aimed to investigate an effectiveness of unidirectional and reciprocal teaching strategies on programming learning supported by web-based learning system (VPen); particularly, how differently effective these two teaching strategies would work. In this study novice programmers were exposed to three different conditions: 1) applying no strategies, 2) applying unidirectional teaching strategies, and 3) applying reciprocal teaching strategies during learning. The results demonstrated that most students had positive perceptions toward VPen and the strategies. In the aspect of cognitive level of programming concept and program writing, students who used unidirectional teaching strategy outperformed students who did not use any strategy. The reason is that unidirectional teaching strategy facilitated students not only to write program codes but also to explain the structure and logic of codes to peers. On the other hand, students who used reciprocal teaching strategies outperformed students who used unidirectional teaching strategy on level of cognition of program concept and program writing. The 67 Ó 2014, Baywood Publishing Co., Inc.reason is because the reciprocal teaching strategies, besides facilitating students to write program codes and to explain about them to peers, enabled students to interact with peers through questioning and clarifying each other's codes. This study suggests applying reciprocal teaching strategies to enable students' interaction, which facilitates learning, particularly of novice programmers. That is, students without prior knowledge and skills may obtain assistance from peers when they experience learning difficulties while the instructor is unavailable.

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Section: Cooperative Programmingmentioning

confidence: 99%

Section: Cooperative Programmingmentioning

confidence: 99%

Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

Shadiev

Hwang

Yeh

et al. 2014

Journal of Educational Computing Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…Recently, there has been a trend related to the discovery of the predictors of programming skills and the cause of the failure in programming courses (Ferrer-Mico, Fernandez & Sanchez, 2012;Hwang et al, 2012;Shaw, 2012;Lau & Yuen, 2011;Lau & Yuen, 2009;Sivasakthi & Rajendran, 2011;Hawi, 2010;Jegede, 2009). Studies on this issue show that programming success is affected by factors such as gender (Yurdugül & Aşkar, 2013;Sullivan & Bers, 2012;Lau & Yuen, 2011), programming experience (Bergersen & Gustafsson, 2011;Lau & Yuen, 2011;Jegede, 2009), academic achievement and mathematic performance (Lau & Yuen, 2009;Ambrosio et al, 2011), self-efficacy (Jegede, 2009;Altun & Mazman, 2012) and problem solving skills (Yurdugül & Aşkar, 2013;Fessakis, Gouli & Mavroudi, 2013).…”

Section: Inroductionmentioning

confidence: 99%

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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Programming courses become prominent as one of the courses in which undergraduate students are unsuccessful especially in departments which offer computer education. Students often state that these courses are quite difficult compared to other courses. Therefore, a qualitative phenomenological approach was used to reveal the reasons of the failures of the undergraduate students in programming courses and to examine the difficulties they confronted with programming. In this scope, the laboratory practices of the Internet Programming course were observed in fall term of the 2013-2014 academic year in a university at central Anatolia. Interviews were made with 12 undergraduate students taking this course. Finally, the difficulties students experienced in the programming were determined as programming knowledge, programming skills, understanding semantics of the program, and debugging. Students emphasized that the biggest causes of failure in programming languages are lack of practice, not using algorithms and lack of knowledge. In addition, it was seen that the students who had high programming experience possess higher programming success and self-efficacy related to programming.Keywords: Programming; programming language; programming experience. ÖzProgramlama dersleri, özellikle bilgisayar eğitimi veren bölümlerde üniversite öğrencilerinin en başarısız olduğu derslerden biri olarak öne çıkmaktadır. Öğrenciler bu dersleri diğer derslere oranla oldukça zor bulduklarını ifade etmektedirler. Bu doğrultuda, üniversite öğrencilerinin programlama derslerindeki başarısızlıklarının nedenlerini ortaya koymak ve programlama sürecinde yaşadıkları zorlukları incelemek amacıyla nitel araştırma yöntemlerinden biri olan fenomenoloji yaklaşımı kullanılmıştır. Bu kapsamda, 2013-2014 yılı güz döneminde Türkiye'de bir devlet üniversitesinde İnternet Tabanlı Programlama dersinin laboratuvar etkinlikleri gözlemlenmiş ve bu derse devam eden 12 öğrenci ile görüşme yapılmıştır. Sonuç olarak, öğrencilerin programlama sürecinde yaşadıkları zorluklar programlama bilgisi, programlama becerisi, programın mantığını kavrama ve hata ayıklama olarak belirlenmiştir. Öğrenciler, programlamadaki başarısızlıklarının en büyük nedenlerini pratik eksikliği, algoritma oluşturmama ve bilgi eksikliği olduğunu vurgulamışlardır. Ek olarak, programlama deneyimi yüksek olan öğrencilerin programlama başarılarının ve programlamaya ilişkin öz yeterlilik algılarının yüksek olduğu görülmüştür.Anahtar Sözcükler: Programlama; programlama dili; programlama deneyimi.

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“…Examples of engaging activities in programming are in-lecture live coding (Pears, 2010), collaborative learning, mainly in the form of pair programming (Hwang, Shadiev, Wang, & Huang, 2012), and use of reflective journals (Lee-Partridge, 2006).…”

Section: Strategies For Large Introductory Programming Coursesmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the ThreeStage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

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A pilot study of cooperative programming learning behavior and its relationship with students' learning performance

Cited by 69 publications

References 17 publications

Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

Effects of Unidirectional vs. Reciprocal Teaching Strategies on Web-Based Computer Programming Learning

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

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