Instructing with Cognitive Apprenticeship Programming Learning System (CAPLS) for novice computer science college freshmen: An exploration study

This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship Programming Learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive ap...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Educational Technology ＆ Society Jg. 27; H. 2; S. 183 - 196
Hauptverfasser: Yu, Chih-Chang, Wu, Leon Yufeng
Format: Journal Article
Sprache:Englisch
Veröffentlicht: International Forum of Educational Technology ＆ Society 01.04.2024
International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
International Forum of Educational Technology & Society
Schlagworte:
Apprenticeship
blended cognitive apprenticeship
capls
Computer programming
Computer science
computer-assisted learning
Education
Full Length Articles
Learning
learning programming
Methods
student motivation
Study and teaching
Surveys
Teachers
Teaching
Training
Taiwan
Computer-assisted learning
Student motivation
Learning programming
Blended cognitive apprenticeship
CAPLS
ISSN:1176-3647, 1436-4522, 1436-4522
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Abstract This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship Programming Learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students' motivation, we used the Motivated Strategies for Learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students' programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students' extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems.
AbstractList This study presents a new blended learning model that combines a computer- assisted learning system called Cognitive Apprenticeship Programming Learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students' motivation, we used the Motivated Strategies for Learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students' programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students' extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems. Keywords: CAPLS, Blended cognitive apprenticeship, Student motivation, Computer- assisted learning, Learning programming
This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship Programming Learning System (CAPLS) with instructor co-teaching in an introductory programming course. CAPLS, as its unique aspect, functions as a master in cognitive apprenticeship, guiding learners throughout their learning while also assessing their progress. In contrast, the instructor in physical class settings serves a supportive role, monitoring progress and articulating as needed to fill knowledge gaps. To investigate the impact of this learning model on students’ motivation, we used the Motivated Strategies for Learning Questionnaire (MSLQ) at the beginning and end of the semester. College Entrance Math score, midterm and final exams were also used to assess student learning outcomes. The study was conducted with first-year students in the Department of Information and Computer Engineering, and two key findings emerged. First, students’ programming proficiency was strongly correlated with their College Entrance Math scores. While math ability impacted programming learning, all students improved their final scores compared to their midterms, with high-scoring math students outperforming their peers. Second, the proposed blended cognitive teaching strategy significantly reduced students’ extrinsic goal and self-efficacy levels, but their learning outcomes still significantly improved. This suggests that the proposed teaching model promotes more conscious learning. These results can be used as a reference for improving student learning outcomes and experiences with computer-assisted learning systems.
Audience Academic
Author Chih-Chang Yu
Leon Yufeng Wu
Author_xml – sequence: 1
  givenname: Chih-Chang
  surname: Yu
  fullname: Yu, Chih-Chang
– sequence: 2
  givenname: Leon Yufeng
  surname: Wu
  fullname: Wu, Leon Yufeng
BookMark eNptUstqGzEUHUoKTdJ-Qougm3hhV6-RZrozJm0NJjV1uhYazZ2JjEcaJDmN_6KfXDkuAUPQQvdxzuG-rooL5x0UxSeCZwyTmny5vd_MKKYcc0XlDZ3Mfq2xfFNcEs7ElJeUXmSbSDFlgst3xVWMW4wp5gJfFn-XLqawN8m6Hv2x6QEtfO9sso-A5uMYwCVrID7YEa2D74MehiNyBTq4o7E5xAQDulnM16vNBHU-IOcfMwUZP4z7BAFFY8E9B3Y76AF1IesN4L6iuUPwNO580Ml6h2Lat4f3xdtO7yJ8-P9fF7-_3d4vfkxXP78vF_PVVLOapqk2jenqkgpBGioNZqSqeFtqJnQrSsFxa5qKSIAGmgpE2ZASs7auCWFQctqy62J50m293qox2EGHg_LaqueAD73SIfe-AyWqVjecNJWEPFJi6hZXUuCS4aYrCdRZ6_NJq9cZbl3nU9BmsNGouawZFbk6nFGzV1D5tTBYk3fa2Rw_I0zOCBmT4Cn1eh-jWm7uzrEfT9htTD689MNzoYLIY16e8tqGvF219fvg8nzVOl8OJZSyfBLqLjsMS1xlhyqMMaHsHyYKu0U
ContentType Journal Article
Copyright COPYRIGHT 2024 International Forum of Educational Technology & Society
Copyright_xml – notice: COPYRIGHT 2024 International Forum of Educational Technology & Society
DBID 188
ISN
DOA
DOI 10.30191/ETS.202404_27(2).RP07
DatabaseName Airitilibrary華藝線上圖書館
Gale In Context: Canada
DOAJ Directory of Open Access Journals
DatabaseTitleList





Database_xml – sequence: 1
  dbid: DOA
  name: DOAJ Directory of Open Access Journals
  url: https://www.doaj.org/
  sourceTypes: Open Website
DeliveryMethod fulltext_linktorsrc
Discipline Education
Computer Science
EISSN 1436-4522
EndPage 196
ExternalDocumentID oai_doaj_org_article_68dab41b87e1431c9d08760530bf51e9
A793263180
48766170
P20221223002_N202307080022_00012
GeographicLocations Taiwan
GeographicLocations_xml – name: Taiwan
GroupedDBID -W8
0-V
0S8
188
29G
2UF
2WC
3V.
5GY
5VS
8FE
8FG
8FQ
8G5
AAFWJ
AAGJD
AAHSB
AAKPC
ABBHK
ABCFB
ABDBF
ABIVO
ABOPQ
ABUWG
ACGFO
ACHQT
ACUHS
ADBBV
ADDVE
ADMLS
ADNHR
AEUPB
AFDYH
AFKRA
AFPKN
AINHJ
ALMA_UNASSIGNED_HOLDINGS
ALSLI
ARALO
ARAPS
AZQEC
BCNDV
BENPR
BGLVJ
BPHCQ
CCPQU
CDVRH
CJNVE
CNMHZ
DWQXO
E3Z
EAD
EAP
EAS
EBS
EDJ
EJD
EMK
ESX
FRA
GNUQQ
GROUPED_DOAJ
GUQSH
HCIFZ
IAO
IER
IPSME
ISE
ISN
ITC
JAAYA
JBMMH
JENOY
JHFFW
JKQEH
JLEZI
JLXEF
JPL
JSODD
JST
K6V
K7-
M0N
M0P
M2O
M3F
M~E
OK1
P2P
P62
PIMPY
PQEDU
PQQKQ
PROAC
PV9
QF4
QM7
QN7
RNS
RZL
SA0
TR2
XH6
XSB
OVT
PHGZM
PHGZT
UZ2
AFFHD
BAIFH
BBTPI
PQGLB
ID FETCH-LOGICAL-a392t-acbcf952661b27c031884d5a36ad65640dcb817eebeb8e65b1503d99113e542d3
IEDL.DBID DOA
ISICitedReferencesCount 0
ISICitedReferencesURI http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001224062900010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN 1176-3647
1436-4522
IngestDate Mon Nov 10 04:32:25 EST 2025
Sat Nov 29 14:06:45 EST 2025
Sat Nov 29 10:42:14 EST 2025
Wed Nov 26 11:23:40 EST 2025
Thu Jul 03 21:51:10 EDT 2025
Tue Feb 18 00:56:10 EST 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 2
Keywords Computer-assisted learning
Student motivation
Learning programming
Blended cognitive apprenticeship
CAPLS
Language English
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-a392t-acbcf952661b27c031884d5a36ad65640dcb817eebeb8e65b1503d99113e542d3
OpenAccessLink https://doaj.org/article/68dab41b87e1431c9d08760530bf51e9
PageCount 14
ParticipantIDs doaj_primary_oai_doaj_org_article_68dab41b87e1431c9d08760530bf51e9
gale_infotracmisc_A793263180
gale_infotracacademiconefile_A793263180
gale_incontextgauss_ISN_A793263180
jstor_primary_48766170
airiti_journals_P20221223002_N202307080022_00012
PublicationCentury 2000
PublicationDate 2024-04-01
PublicationDateYYYYMMDD 2024-04-01
PublicationDate_xml – month: 04
  year: 2024
  text: 2024-04-01
  day: 01
PublicationDecade 2020
PublicationTitle Educational Technology ＆ Society
PublicationYear 2024
Publisher International Forum of Educational Technology ＆ Society
International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
International Forum of Educational Technology & Society
Publisher_xml – name: International Forum of Educational Technology ＆ Society
– name: International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan
– name: International Forum of Educational Technology & Society
SSID ssj0020460
Score 2.3754258
Snippet This study presents a new blended learning model that combines a computer-assisted learning system called Cognitive Apprenticeship Programming Learning System...
This study presents a new blended learning model that combines a computer- assisted learning system called Cognitive Apprenticeship Programming Learning System...
SourceID doaj
gale
jstor
airiti
SourceType Open Website
Aggregation Database
Publisher
StartPage 183
SubjectTerms Apprenticeship
blended cognitive apprenticeship
capls
Computer programming
Computer science
computer-assisted learning
Education
Full Length Articles
Learning
learning programming
Methods
student motivation
Study and teaching
Surveys
Teachers
Teaching
Training
Title Instructing with Cognitive Apprenticeship Programming Learning System (CAPLS) for novice computer science college freshmen: An exploration study
URI https://www.airitilibrary.com/Article/Detail/P20221223002-N202307080022-00012
https://www.jstor.org/stable/48766170
https://doaj.org/article/68dab41b87e1431c9d08760530bf51e9
Volume 27
WOSCitedRecordID wos001224062900010&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
journalDatabaseRights – providerCode: PRVAON
  databaseName: DOAJ Directory of Open Access Journals
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: DOA
  dateStart: 19980101
  isFulltext: true
  titleUrlDefault: https://www.doaj.org/
  providerName: Directory of Open Access Journals
– providerCode: PRVHPJ
  databaseName: ROAD: Directory of Open Access Scholarly Resources
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: M~E
  dateStart: 19980101
  isFulltext: true
  titleUrlDefault: https://road.issn.org
  providerName: ISSN International Centre
– providerCode: PRVPQU
  databaseName: Canadian Business & Current Affairs Database
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: 8FQ
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: https://search.proquest.com/cbcacomplete
  providerName: ProQuest
– providerCode: PRVPQU
  databaseName: Computer Science Database
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: K7-
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: http://search.proquest.com/compscijour
  providerName: ProQuest
– providerCode: PRVPQU
  databaseName: Education Database
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: M0P
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: https://search.proquest.com/education
  providerName: ProQuest
– providerCode: PRVPQU
  databaseName: ProQuest advanced technologies & aerospace journals
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: P5Z
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: https://search.proquest.com/hightechjournals
  providerName: ProQuest
– providerCode: PRVPQU
  databaseName: ProQuest Central
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: BENPR
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: https://www.proquest.com/central
  providerName: ProQuest
– providerCode: PRVPQU
  databaseName: Publicly Available Content Database
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: PIMPY
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: http://search.proquest.com/publiccontent
  providerName: ProQuest
– providerCode: PRVPQU
  databaseName: Research Library
  customDbUrl:
  eissn: 1436-4522
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0020460
  issn: 1176-3647
  databaseCode: M2O
  dateStart: 20040101
  isFulltext: true
  titleUrlDefault: https://search.proquest.com/pqrl
  providerName: ProQuest
link http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3NT9swFLcmxGEXxMYQBYaeENLgkJG4TuJy6yoQlbYSUSZxs_yVtgdSRLv9HfuT917sVvTEhUsOiQ923tfv2c-_x9iZMRZdo9eJ1p4nQhdoc4iqE66dtDWqUOFDs4lyNJKPj73qVasvqgkL9MDhx10W0mkjMiNLj6E9sz1HJGqoOqmp88y3V_cQ9aySqZhq0XFfaKtSJMSQHu4GozL3ssvrhzHmhRjJhOLlOb_4fl9RM9ltPSMaocjdv_bQr6sU25hzs8t2IliEfpjkJ_bBN5-pz3Ksydhj_4YrAthmArSlCoNVORAgviTmJXIE09kzVKEQ64lGRlLVCQS-cjgf9Kuf4wtAAAvNnHwH2NjtAWKIBBt2GKDG_Hz65Jsr6Dfg2wq-djLQEtV-Yb9vrh8Gt0nssZBoREbLRFtj615OYdrw0pKJS-Fy3S20Q6gnUmeNzEqPsjbSF7lBANl1CCpRwLngrrvPtpp54w8YWFMXVjppNDdCOGLSM8L6LkZJw2UmOiwNv1hFM1moCuWAsRPToJSrEXVyRw9EEJaHQ_EO-0HCUM-BeUMRF3b7AjVERQ1Rb2lIh52SKBWxXTRUTjPRfxYLNRyPVL8k-IprTjvsWxxUz5cv2up4OwGXRgRZGyOPN0aiOdqNz_utxqznjBlhQaz3h--xliP2kVQ3lA4dsy1UMf-Vbdu_y9ni5aS1AXz-4nf_AUgmBu4
linkProvider Directory of Open Access Journals
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Instructing+with+Cognitive+Apprenticeship+Programming+Learning+System+%28CAPLS%29+for+novice+computer+science+college+freshmen&rft.jtitle=Educational+technology+%26+society&rft.au=Yu%2C+Chih-Chang&rft.au=Wu%2C+Leon+Yufeng&rft.date=2024-04-01&rft.pub=International+Forum+of+Educational+Technology+%26+Society%2C+National+Taiwan+Normal+University%2C+Taiwan&rft.issn=1176-3647&rft.eissn=1436-4522&rft.volume=27&rft.issue=2&rft.spage=183&rft.epage=196&rft_id=info:doi/10.30191%2FETS.202404_27%282%29.RP07&rft.externalDocID=48766170
thumbnail_m http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fwww.airitilibrary.com%2Fjnltitledo%2FP20221223002-c.jpg