The effects of online peer-facilitated learning and distributed pair programming on students’ learning

Tsai, Chia‐Wen; Lin, Michael Yu-Ching; Cheng, Yih-Ping; Lee, Lan-Yu; Chyr, Wen-Li; Lin, Chih-Hsien; Lin, Juan; Tsai, Meng-Chuan

doi:10.1016/j.compedu.2023.104849

Cited by 8 publications

(3 citation statements)

References 102 publications

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“…Exploring the German language, mainly in terms of writing and reading skills, using Google Classroom is an action to drive technology, one of the primary gateways for training and enhancing an individual's language competency. This argument aligns with the findings of research conducted by Alon et al(2023), Alyoussef (2022), Chen (2023), Hilal et al (2022), Jardim et al (2023, Kwong & Churchill (2023), Tsai et al (2023), Tseng et al (2023) and Wang et al (2023), who have suggested that Google Classroom is one of the digital platforms that can improve learning competency and sustain learner enthusiasm throughout the learning process. Several benefits derived from the use of Google Classroom in German language learning also indicate that the implementation of the flipped learning concept is a strategy and approach that continually maximizes the outcomes and enhances the quality and competency of learners through both online and offline learning.…”

Section: Reading and Writing Competencies Of German Students In The T...supporting

confidence: 83%

German Reading and Writing Competencies Using Google Classroom

Saleh,

Usman,

Sahayu

2023

Interference

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Abstract. This research aims to acquire data and information regarding the reading and writing competencies of college students in the German language, using Google Classroom as a teaching medium. The design employed in this study is a mixed methods approach. The research was conducted within the German Language Education Program, Department of Foreign Languages, Faculty of Language and Literature, Universitas Negeri Makassar, involving 30 fourth-semester students as the research sample. Qualitative data were obtained through participatory observation by the researcher, who observed the activities of German language learning using Google Classroom. Meanwhile, quantitative data were obtained from the average reading and writing competence test scores in the German language and t-test results. The results of participatory observation indicate that Google Classroom serves as a platform and learning space and indirectly as a tool for students to download and access course materials and complete quizzes, thereby enhancing language competency. Indirectly, this platform has become a supportive companion for students learning the German language. The quantitative data analysis revealed that students' average reading competency score is 88.8, while the writing competency score is 85.2. The t-test results also indicate that the calculated t-value for reading competency (10.975) and writing competency (8.292) is greater than the tabulated t-table (1.714). This disparity suggests that Google Classroom effectively assesses the exploration of reading and writing competencies in the German language among students. Keywords: Teaching German, Reading Competence, Writing Competence, Google Classroom

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Section: Reading and Writing Competencies Of German Students In The T...supporting

confidence: 83%

German Reading and Writing Competencies Using Google Classroom

Saleh,

Usman,

Sahayu

2023

Interference

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“…Therefore, students were told that they could find their own partner to learn pair programming with at the beginning. In this way, students could have a high level of willingness to learn in PP (Tsai et al, 2023). In this way, the 32 students were divided into 16 pairs.…”

Section: Methodsmentioning

confidence: 99%

Using Epistemic Network Analysis to Explore Primary School Students’ Computational Thinking in Pair Programming Learning

Su,

Wang,

Liu

2023

Journal of Educational Computing Research

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Pair programming (PP) can help improve students’ computational thinking (CT), but the trajectory of CT skills and the differences between high-scoring and low-scoring students in PP are unknown and need further exploration. In this study, a total of 32 fifth graders worked on Scratch tasks in 16 pairs. The group discourse of three learning topics (comprising 9 projects) was collected. After the audio files were transcribed, 1,303 conversations were obtained. They were analyzed via Epistemic Network Analysis (ENA) Webkit, which can reveal the trajectory of students’ CT development via analyzing codes of discourse related to CT in PP. Three Scratch learning topics were assessed based on the Dr. Scratch platform to acquire the level of students’ CT and to determine the low- and high-scoring groups. Results indicated that CT concepts and CT practices were always closely related in PP and CT practices, and CT perspectives could be gradually and closely related after a long period of CT training. A significant difference between the two groups’ CT structures was found. The high-scoring group had more fragments of CT practice and connecting of CT perspectives, while the low-scoring group showed more fragments of CT concepts and expressing of CT perspectives. This research provides insights into cultivating primary school students’ CT using Scratch in the context of PP. The findings can provide suggestions for instructors to design instructional interventions to facilitate students’ CT skills via PP learning. Instructors can improve CT skills by guiding students to constantly ask questions, and specifying the role swap between driver and navigator in PP. Besides, instructors could give more consideration to the development of CT perspectives, and especially the ability to question.

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“…Since the 21st century, information technology has been widely used in pedagogy (Rodríguez-Abad et al, 2022;Tsai et al, 2023). The flipped classroom has emerged as an overturning of the traditional teaching model, defined as a realignment of time in and out of the classroom, shifting learning decisions from the teacher to the student (McLaughlin et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

The landscape of flipped classroom research: a bibliometrics analysis

Zhang,

Wang,

Zhang

et al. 2024

Front. Educ.

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ObjectiveThe purpose of this study was to conduct a comprehensive review of existing research related to the flipped classroom and analyze it using bibliometrics.MethodsThe search strategy of Topic = (“flipped classroom” or “invert classroom”) was used to construct a representative dataset of flipped classrooms in the Web of Science Core Collection (Science Citation Index Expanded) database up to November 2022. Author and country collaboration networks, hotspot distribution clustering, and historical citation networks associated with flipped classrooms were visualized by VOSviewer (Version 1.6.18) and R-Studio (Version 1.4).ResultsA total of 937 literature (868 articles and 69 reviews) were eventually included. The number of flipped classroom studies has increased dramatically since 2012. Europe, North America, China, and Australia have more research on flipped classrooms and have significant collaborations with other countries. Since flipped classrooms involve different subject areas and collaboration among authors is relatively fragmented. Numerous flipped classroom studies have been published in high-impact journals. The thematic trend suggests that the pros and cons of flipped classrooms and their application in medical education are possible research directions for some time to come.ConclusionAlthough the flipped classroom has a relatively short history, it has received a lot of attention and is currently enjoying a high level of overall acceptance. The flipped classroom has been further practiced in medical education, and we look forward to seeing its application in more subject areas (e.g., linguistics, mathematics, and computer science).

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The effects of online peer-facilitated learning and distributed pair programming on students’ learning

Cited by 8 publications

References 102 publications

German Reading and Writing Competencies Using Google Classroom

German Reading and Writing Competencies Using Google Classroom

Using Epistemic Network Analysis to Explore Primary School Students’ Computational Thinking in Pair Programming Learning

The landscape of flipped classroom research: a bibliometrics analysis

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