The development of self-regulation skills through the modeling and structuring of computer programming

Armstrong, Anne-Marie

doi:10.1007/bf02298291

Cited by 14 publications

(8 citation statements)

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“…The one which finds negative results is again [8] and indicates that times can improve with more explicit determination of conditions.…”

Section: Time On Taskmentioning

confidence: 89%

“…Thirty-five comparisons of learner and program controlled adaptive conditions are also described.' One experiment fits neither category but is still a comparison [8]. A final study does not involve hypothesis testing and is categorized as exploratory in Table 1 which summarizes this tally [38].…”

Section: Studies In the Analysismentioning

confidence: 99%

“…Only two find significant negative effect of more learner control. One is the meta-cognitive skills study [8] which actually shows attitude improving as decision making becomes less private and more apparent. The other [45] compares a group of learners who determine their own understanding of material, after getting results of a series of questions, with a group who receive a cumulative evaluation of their progress.…”

Section: Attitudementioning

confidence: 99%

“…The hypothesis is not supported: there is no clear evidence that one type of control is best transferred to the learner. As Three of the studies [8,44,47] are therefore, not included in the tabulation because no control is transferred according to this definition. might be expected, evaluation of outcome has seldom been investigated as a decision to cede.…”

Section: Learner Decisions Vs Program Decisions: How Many and What Typementioning

confidence: 99%

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Learner Control = Decision Making + Information: A Model and Meta-Analysis

Goforth

1994

Journal of Educational Computing Research

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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.The notion of learner control has long held intuitive appeal for developers of computer assisted instruction (CAI) but its apparent potential for improving learning has never been experimentally established. Many studies comparing learner controlled materials with program controlled versions have contributed a large body of experimental evidence but no consensus has emerged. This article describes a meta-analysis of the body of research, the goal of which is to take a first step toward a consensus on the effective use of learner control.Examination of the research shows two major problems in drawing broad conclusions. First, the studies are conducted in conditions that are difficult to compare. Clearly the effectiveness of learner control in any study is partly dependent on the profile of the learner population, the topic of instruction and many other factors. Because the goal of this analysis is to establish the invariant aspects of effective learner control, these conditions are ignored. Any patterns which emerge through this experimental variation will be strong enough to merit further attention.The second problem in comparing experimental results concerns the definition of learner control. The control being investigated varies widely from study to study. The strategy in this article is to define a model of control which is then used 1 0 1994, Baywood Publishing Co., Inc.to categorize all the experimental systems. The patterns which emerge from this categorization lead to claims for the effectiveness of learner control.The primary claims are based on [U]' in which Kinzie and Sullivan speculate that the equivocal findings concerning learner control might result from differences in degree and type of control measured. Hence, the model is designed to identify the responsibility entrusted to the learner in each CAI environment: what kind of control and how much control. Applying the model to reported research leads to the conclusion that some amount of learner control is important but the type is not.Some secondary conclusions are suggested concerning a recent focus of research. Steinberg, in a review of learner control papers [l], notes increasing attention being paid to learner control with adaptive advice. The premise underlying this research is that learners taking control of their own learning should be provided with the information and strategies needed to make those choices. The analysis gives qualified support to the claim.In the ...

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“…The one which finds negative results is again [8] and indicates that times can improve with more explicit determination of conditions.…”

Section: Time On Taskmentioning

confidence: 89%

Section: Studies In the Analysismentioning

confidence: 99%

Section: Attitudementioning

confidence: 99%

Section: Learner Decisions Vs Program Decisions: How Many and What Typementioning

confidence: 99%

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Learner Control = Decision Making + Information: A Model and Meta-Analysis

Goforth

1994

Journal of Educational Computing Research

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“…In order to manage their learning; Self-regulated Learning (SRL) enables students to be active in the learning process while developing programming skills (Zimmerman, 2008). In this circumstance, specific SRL strategies are required to perform the programming tasks (Armstrong, 1989). It is evident that students who use these strategies can perform high in the process of learning programming (Alharbi et al, 2014;Falkner et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Hadwen-Bennett

Sentance

Morrison

2018

IJCSES

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Programming can be challenging to learn and for visually impaired (VI) learners there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based langauges (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts.A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with (TBLs), this is despite the fact that most introductory programming courses for primary learners use (BBLs). Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved.

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Design and use of hypermedia systems

Kinzle

Berdel

1990

ETR&D

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The development of self-regulation skills through the modeling and structuring of computer programming

Cited by 14 publications

References 1 publication

Learner Control = Decision Making + Information: A Model and Meta-Analysis

Learner Control = Decision Making + Information: A Model and Meta-Analysis

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Design and use of hypermedia systems

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