Self‐Regulated Learning Strategies in Computer Programming Education
ABSTRACT This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in Computer Programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a...
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| Vydáno v: | European journal of education Ročník 60; číslo 1 |
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Blackwell Publishing Ltd
01.03.2025
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| ISSN: | 0141-8211, 1465-3435 |
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| Abstract | ABSTRACT
This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in Computer Programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a variety of effective learning strategies, including problem‐solving, knowledge acquisition and study environment management in the context of computer programming learning. However, difficulties in idea organisation were noted, suggesting a need for enhanced support in structuring and documenting thought processes and code. The study also highlights the interdependence of learning strategies, particularly the role of metacognition in conjunction with practice, problem‐solving and time management. Differences in strategy use across course levels and gender were observed, with advanced courses prompting more complex strategies and female students excelling in structured and collaborative learning. These insights provide educators with valuable guidance for developing targeted interventions to improve students' self‐regulated learning abilities in programming education. |
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| AbstractList | This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in Computer Programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a variety of effective learning strategies, including problem‐solving, knowledge acquisition and study environment management in the context of computer programming learning. However, difficulties in idea organisation were noted, suggesting a need for enhanced support in structuring and documenting thought processes and code. The study also highlights the interdependence of learning strategies, particularly the role of metacognition in conjunction with practice, problem‐solving and time management. Differences in strategy use across course levels and gender were observed, with advanced courses prompting more complex strategies and female students excelling in structured and collaborative learning. These insights provide educators with valuable guidance for developing targeted interventions to improve students' self‐regulated learning abilities in programming education. ABSTRACT This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in Computer Programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a variety of effective learning strategies, including problem‐solving, knowledge acquisition and study environment management in the context of computer programming learning. However, difficulties in idea organisation were noted, suggesting a need for enhanced support in structuring and documenting thought processes and code. The study also highlights the interdependence of learning strategies, particularly the role of metacognition in conjunction with practice, problem‐solving and time management. Differences in strategy use across course levels and gender were observed, with advanced courses prompting more complex strategies and female students excelling in structured and collaborative learning. These insights provide educators with valuable guidance for developing targeted interventions to improve students' self‐regulated learning abilities in programming education. |
| Author | Ramírez‐Echeverry, Jhon Jairo Restrepo‐Calle, Felipe Jiménez, Stephanie Torres |
| Author_xml | – sequence: 1 givenname: Jhon Jairo orcidid: 0000-0002-6499-1785 surname: Ramírez‐Echeverry fullname: Ramírez‐Echeverry, Jhon Jairo organization: Universidad Nacional de Colombia – sequence: 2 givenname: Felipe orcidid: 0000-0003-4226-1324 surname: Restrepo‐Calle fullname: Restrepo‐Calle, Felipe email: ferestrepoca@unal.edu.co organization: Universidad Nacional de Colombia – sequence: 3 givenname: Stephanie Torres orcidid: 0000-0001-9684-140X surname: Jiménez fullname: Jiménez, Stephanie Torres organization: Universidad Nacional de Colombia |
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This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on... This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning... |
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| SubjectTerms | Ability Advanced Courses Cognitive Processes Collaborative learning Computer assisted research computer programming Computers Cooperative learning Education Educational programs Interdependence Learning Learning strategies Metacognition Problem solving Programming self‐regulated learning self‐report questionnaire Strategies Student Improvement Students Teachers Time management Time use |
| Title | Self‐Regulated Learning Strategies in Computer Programming Education |
| URI | https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fejed.70052 https://www.proquest.com/docview/3171677807 |
| Volume | 60 |
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