Enhancing the Metacognitive Skill of Novice Programmers Through Collaborative Learning

Bernard, Margaret; Bachu, Eshwar

doi:10.1007/978-3-319-11062-2_11

Cited by 28 publications

(21 citation statements)

References 32 publications

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“…Nevertheless, the mere use of these interactive spaces is not sufficient to ensure that effective learning takes place (Sáiz et al, 2017a). If effective learning is to be guaranteed, the teacher must consider the following points (Mayer, 1998; Clark and Mayer, 2008; de Raadt et al, 2009; Bernard and Bachu, 2015):…”

Section: Introductionmentioning

confidence: 99%

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

2019

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Learning management systems (LMSs) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL), motivation, and effective learning. These systems are studied with the following aims: (1) to verify whether the use of LMS with hypermedia Smart Tutoring Systems improves student learning outcomes; (2) to verify whether the learning outcomes will be grouped into performance clusters (Satisfactory, Good, and Excellent); and (3) to verify whether those clusters will group together the different learning outcomes assessed in four different evaluation procedures. Use of the LMS with hypermedia Smart Tutoring Systems was studied among students of Health Sciences, all of whom had similar test results in the use of metacognitive skills. It explained 38% of the variance in student learning outcomes in the evaluation procedures. Likewise, three clusters that grouped the learning outcomes in relation to the variable ‘Use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance. Each cluster grouped the learning outcomes in the different evaluation procedures. In conclusion, LMS with hypermedia Smart Tutoring Systems in Moodle increased the effectiveness of student learning outcomes, above all in the individual quiz-type tests. It also facilitated personalized learning and respect for the individual pace of student-learning. Hence, modules for the analysis of supervised, unsupervised and multivariate learning should be incorporated into the Moodle platform to provide teaching tools that will undoubtedly contribute to improvements in student learning outcomes. HIGHLIGHTS Learning management systems (LMS) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL). Learning management systems with hypermedia Smart Tutoring Systems increased the effectiveness of student learning outcome. The use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance in student learning outcome.

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Section: Introductionmentioning

confidence: 99%

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

2019

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“…Although, according to Bernard and Bachu (2015), the teacher must start by analyzing students' prior knowledge and clearly formulating the tasks they have to carry out. The teacher also has to provide student with help guides which clearly reflect the objectives, planning of executions and deliveries.…”

Section: Introductionmentioning

confidence: 99%

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

et al. 2017

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Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students.

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“…In class and on-line learning, some researches have been done to identify tools for improving metacognitive skills in learners, as is the case with Bernard's team in 2015 [9]. Other works discuss the characteristics of a metacognitive support system.…”

Section: Related Workmentioning

confidence: 99%

Design of a multi-agent system using the "MaSE" method for learners' metacognitive help

Elbasri¹,

Haddi²,

Allali³

2019

IJECE

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This article addresses a multi-agent approach to solving the problem of integrating metacognitive incentives into Learning Management System. The behavior of the teacher in a classroom-teaching situation, where teacher adopting the competency-based approach, is characterized by a set of didactic interventions dynamically adaptable according to the actions-reactions of the learners. These interventions are continually subjected to perfection by experience. In this article, we are interested in modeling the multi-agent system in order to help the learners develop their metacognitive skills in a continuous way. The purpose of this system is to supervise the activities and statements of the learner and communicate them to the metacognitive agent. The latter focuses on the assessment of the learner's metacognitive skills in order to trigger, automatically, metacognitive incentives to provide help messages. Integrating the agent for metacognitive control and assistance, allows learners to maintain motivation and confidence, and elicit their attention to the importance of metacognitive skills during learning activity. The "MaSE" methodology and the "agentTool" are used to model the multi-agent system.

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Enhancing the Metacognitive Skill of Novice Programmers Through Collaborative Learning

Cited by 28 publications

References 32 publications

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

How Do B-Learning and Learning Patterns Influence Learning Outcomes?

Design of a multi-agent system using the "MaSE" method for learners' metacognitive help

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