Exploring Teaching Programming Online through Web Conferencing System: The Lens of Activity Theory

The purpose of this qualitative study was to understand activities and behaviors of learners and instructor in an online programming course. Adobe Connect web conferencing system was used as a delivery platform. A total of fifty-six sophomore students attending a computer education and instructional...

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Vydáno v:Educational Technology ＆ Society Ročník 19; číslo 4; s. 126 - 139
Hlavní autoři: Çakiroglu, Ünal, Kokoç, Mehmet, Kol, Elvan, Turan, Ebru
Médium: Journal Article
Jazyk:angličtina
Vydáno: Palmerston North International Forum of Educational Technology ＆ Society 01.10.2016
International Forum of Educational Technology & Society
Témata:
CAI
Collaborative learning
Communities of Practice
Computer assisted instruction
Computer conferencing
Computer Mediated Communication
Computer Science Education
Distance education
Distance learning
Division of labor
Educational activities
Educational environment
Educational Technology
Electronic Learning
Full Length Articles
Interaction
Interviews
Learning Activities
Observation
On-line programming
On-line systems
Online Courses
Online instruction
Online learning
Outcomes of education
Programming
Programming languages
Protocol Analysis
Qualitative Research
Semi Structured Interviews
Student Attitudes
Student Behavior
Student Experience
Students
Study and teaching
Teacher Behavior
Teachers
Teaching Methods
Technology education
Teleconferencing
Undergraduate Students
Video teleconferencing
Teaching programming online
Activity theory
Online learning
Web conferencing system
ISSN:1176-3647, 1436-4522, 1436-4522
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Shrnutí:The purpose of this qualitative study was to understand activities and behaviors of learners and instructor in an online programming course. Adobe Connect web conferencing system was used as a delivery platform. A total of fifty-six sophomore students attending a computer education and instructional technology program (online) participated in this study. Data were collected through observations of twenty-two online course recordings and semi-structured interviews. The findings were discussed through Mwanza's Activity notations based on Activity Theory. The results indicated that, by using web conferencing tools, students could develop programming knowledge through the learning tasks by interacting each other. The instructor acted as a key role in constructing the online learning community. Opportunities of getting instant feedback, acting in online collaborative activities and sharing features of the system contributed to students' learning. Also, it is suggested that; both conceptual and strategic structures of the programming courses should be taken into consideration while using web conferencing.
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ISSN:1176-3647
1436-4522
1436-4522