Determinant Factors of Distance Self-Learning Performance on Computer Programming Language Education -- A Concept Map Approach
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| Titel: | Determinant Factors of Distance Self-Learning Performance on Computer Programming Language Education -- A Concept Map Approach |
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| Sprache: | English |
| Autoren: | Melissa T. A. Simarmata (ORCID |
| Quelle: | Education and Information Technologies. 2024 29(7):8111-8130. |
| Verfügbarkeit: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publikationsdatum: | 2024 |
| Publikationsart: | Journal Articles Reports - Research |
| Descriptors: | Distance Education, Independent Study, Computer Science Education, Programming, Concept Mapping, Programming Languages, Academic Achievement, Predictor Variables |
| DOI: | 10.1007/s10639-023-12142-4 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Teaching computer programming language remotely presents particular difficulties due to its requirement for abstract and logical thinking. There is a dearth of research specifically examining the potential factors that determine student performance when distance self-learning is conducted for programming language education. This study aims to determine the influencing factors to conduct successful programming education on distance self-learning to help novice students effectively. The study is underlined by a concept map-based approach. A quasi-experimental approach was used to collect data from seventy-eight students. By utilizing factor analysis, this study proposes nine determinant factors of distance self-learning performance, namely educational architecture, knowledgeability, expectation insight, engagement tools, good organization, technological accessibility, assignment familiarity, advantageous tool, and assistance feature. This work suggested determinant factors that can predict student learning performance to motivate meaningful distance self-learning and construct their knowledge in programming education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Dokumentencode: | EJ1424402 |
| Datenbank: | ERIC |
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Nájsť tento článok vo Web of Science | Abstract: | Teaching computer programming language remotely presents particular difficulties due to its requirement for abstract and logical thinking. There is a dearth of research specifically examining the potential factors that determine student performance when distance self-learning is conducted for programming language education. This study aims to determine the influencing factors to conduct successful programming education on distance self-learning to help novice students effectively. The study is underlined by a concept map-based approach. A quasi-experimental approach was used to collect data from seventy-eight students. By utilizing factor analysis, this study proposes nine determinant factors of distance self-learning performance, namely educational architecture, knowledgeability, expectation insight, engagement tools, good organization, technological accessibility, assignment familiarity, advantageous tool, and assistance feature. This work suggested determinant factors that can predict student learning performance to motivate meaningful distance self-learning and construct their knowledge in programming education. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-023-12142-4 |