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...

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Vydáno v:Educational Technology ＆ Society Ročník 27; číslo 2; s. 183 - 196
Hlavní autoři: Yu, Chih-Chang, Wu, Leon Yufeng
Médium: Journal Article
Jazyk:angličtina
Vydáno: 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
Témata:
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
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Popis
Shrnutí: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.
ISSN:1176-3647
1436-4522
1436-4522
DOI:10.30191/ETS.202404_27(2).RP07