The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

Gençtürk, Abdullah Tarik; Korucu, Agâh Tuğrul

doi:10.5539/hes.v7n1p114

“…The current situation that was put forward in the first stage showed that a self-efficacy perception of the pre-service IT teachers towards educational software development was low. This finding seems to be compatible with previous research (Gençtürk & Korucu, 2017;Aşkar & Davenport, 2009). In this stage of the research, Computer Programming Self-Efficacy Scale was applied to pre-service teachers.…”

Section: Stage IIsupporting

confidence: 94%

“…Previous research focusing on interventions using various tools for changing views or attitudes of learners also indicate that well-designed trainings seem to be successful in this manner (Gençtürk & Korucu, 2017;Yükseltürk & Altıok, 2017).…”

Section: Stage IIImentioning

confidence: 99%

“…Also, the authors recommended further research on this topic. According to Gençtürk and Korucu (2017), Turkish pre-service IT teachers from Computer Education and Instructional Technologies (CEIT) undergraduate program do not have adequate experience and knowledge regarding programming. Their study aimed to investigate the effects of utilizing web 2.0 technologies on the success and attitudes of CEIT students towards programming.…”

Section: Introductionmentioning

confidence: 99%

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Today, learning how to program or coding is an important issue even for children. So, pre-service Information Technology (IT) teachers are expected to have gained necessary skills for teaching programming. Considering that learning programming is not an easy process, we need icebreakers in order to change pre-service teachers’ perceptions of programming positively. This study focused on an implementation of a training of rapid application development (RAD). The aim of the study was to come up with an answer to the question; “can RAD be used as an icebreaker in order to change Turkish pre-service IT teachers’ perceptions towards programming positively?” The findings revealed that RAD tools can be used as icebreakers in the context of the study. In this respect, it is recommended that these tools be included in the higher education programs providing informatics education.

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Technological advancements are triggering disruptive inventions in the teaching and learning process. The introduction of massive online courses offers students many opportunities to enroll in any course they choose, transcending geographical barriers. However, online learning puts responsibility for learning on the learners and lack faculty-student and peer-peer direct interactions. The instructor's role also must be redefined to provide support and collaboration in the online environment. Recent research reports poor student retention and completion rates in such courses and there is a lack of effective frameworks and gap in research related to identifying key factors and finding solutions to these problems. A multi-faculty e-learning framework is proposed based on a theoretical model highlighting important factors to address these problems. Experimental results of an ANOVA analysis done on student performance data collected in a multi-faculty setup provided empirical evidence for its effectiveness in improving the student learning outcomes.

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Technological advancements are triggering disruptive inventions in the teaching and learning process. The introduction of massive online courses offers students many opportunities to enroll in any course they choose, transcending geographical barriers. However, online learning puts responsibility for learning on the learners and lack faculty-student and peer-peer direct interactions. The instructor's role also must be redefined to provide support and collaboration in the online environment. Recent research reports poor student retention and completion rates in such courses and there is a lack of effective frameworks and gap in research related to identifying key factors and finding solutions to these problems. A multi-faculty e-learning framework is proposed based on a theoretical model highlighting important factors to address these problems. Experimental results of an ANOVA analysis done on student performance data collected in a multi-faculty setup provided empirical evidence for its effectiveness in improving the student learning outcomes.

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The Effects of Web 2.0 Technologies Usage in Programming Languages Lesson on the Academic Success, Interrogative Learning Skills and Attitudes of Students towards Programming Languages

Cited by 3 publications

References 6 publications

Could rapid application development tools be used as icebreakers in programming education?

Could rapid application development tools be used as icebreakers in programming education?

Driving Success in e-Learning Portals

Driving Success in e-Learning Portals

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