Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy

Zhang, Jiahua; Meng, Bin; Zou, Liu-Cong; Zhu, Yue; Hwang, Gwo‐Jen

doi:10.1080/10494820.2021.1943687

Cited by 28 publications

(15 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, many students have a superficial understanding of programming concepts (Kunkle & Allen, 2016 ) and they lack a sufficient amount of hands-on programming experience (Yeomans et al, 2019 ). Previous studies revealed that scaffolding is an effective strategy for overcoming these challenges in programming (Margulieux & Catrambone, 2021 ; Zhang et al, 2021 ). Therefore, it is necessary to provide scaffolding for learners to overcome difficulties during programming.…”

Section: Introductionmentioning

confidence: 99%

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

et al. 2022

View full text Add to dashboard Cite

Programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers.

show abstract

Section: Introductionmentioning

confidence: 99%

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

et al. 2022

View full text Add to dashboard Cite

show abstract

“…They could prepare for lessons more purposefully if scaffolding questions were provided beforehand. This would be especially helpful if the learning assignment was challenging, and the course participants felt overwhelmed by it ( Zhang et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

Aldosari

Alramthi²,

Eid³

2022

Front. Psychol.

View full text Add to dashboard Cite

The COVID-19 pandemic has compelled practically all higher education institutions to adopt online education tools over the previous 2 years. Online education has a huge potential to supplement or take the place of in-person instruction. However, there are certain drawbacks of online learning, such as the absence of classroom environment interaction and the difficulty in keeping track of students’ engagement and participation. In this study, a live virtual classroom was developed to aid students in their learning activities. The effectiveness of these live video classes was reported from both students and instructors, as well as the variables promoting their implementation within higher education institutions. One of the more significant findings to emerge from this study is that the instructors found it convenient, as they could readily check course participants understanding by studying their live video lectures. The second major finding was that students felt satisfaction with online learning while asking questions without interfering with the instructor’s presentation. Moreover, peers could also provide them with more expertise. However, the teaching process became dynamic, requiring the educator to pay close attention. The course participants also experienced anxiety when they were in front of other people. Additionally, both the instructor and the students need to be highly self-sufficient in technology.

show abstract

“…One of the learning components to support the students through the ZPD is scaffolding. Scaffolding has been emphasized as crucial for learning programming (Zhang et al, 2021). Zhang et al introduced a step-by-step scaffolding approach to improving HE students' CT and academic outcome in a programming course.…”

Section: Our Scopementioning

confidence: 99%

Fra programmering til perspektiver for computationel tankegang for humanistiske, videregående uddannelser

Møller

Kaup²,

Brooks³

et al. 2022

ADNO

View full text Add to dashboard Cite

Med udgangspunkt i det stigende behov for IT-kompetencer er de humanistiske universitetsuddannelser begyndt at indføre kurser, der skal styrke de studerendes forståelse for informatik. Denne artikel undersøger, hvordan studerende på en masteruddannelse i IT på et humanistisk fakultet udvikler kompetencer i programmering og computationel tankegang. De studerende havde alle et obligatorisk kursus i Programmering og Prototyping, og nogle af dem havde valgfag i Computational Thinking. Data består af observationer fra kurserne, vurdering af de studerendes opgaver og fire fokusgruppeinterviews. (De studerende var delt i to grupper – en med Computational Thinking og den anden med kun Programmering og Prototyping.) Vi afholdt interviews før og efter kurserne for begge grupper for at afdække, hvordan elevernes synspunkter havde ændret sig. Begge grupper af studerende ser sig selv i koordinerende roller, hvor de samarbejder med programmører og andre softwareudviklere. De studerende der valgte valgfaget i Computational Thinking, viste et rigere ordforråd, når de beskrev computationel tankegangs begreber, praksisser og perspektiver. Evnen til at reflektere over de praktiske opgaver, herunder begreber, praksisser og perspektiver, synes essentiel for de studerendes fremtidige karriere, som humanister, der arbejder med teknologi. Resultaterne viser, hvordan studerende kan udvikle deres forståelse af computationel tankegang med stilladsering mod computational empowerment. I processen så vi, hvordan studerende opnår en forståelse af computationel tankegang gennem arbejde med koncepter og praksisser, og hvor der opstod perspektiver ved at kombinere computationel tankegang med information og praksis fra andre discipliner.

show abstract

Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy

Cited by 28 publications

References 62 publications

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

Fra programmering til perspektiver for computationel tankegang for humanistiske, videregående uddannelser

Contact Info

Product

Resources

About