Problem-based collaborative learning groupware to improve computer programming skills

In this paper, a new computer-supported collaborative learning-based groupware is proposed for supporting problem-based collaborative learning in computer programming education setting. The geo-distributed learners can collaboratively with their tutor resolve the common programming problem within a...

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Vydané v:Behaviour & information technology Ročník 41; číslo 1; s. 139 - 158
Hlavní autori: Chorfi, Atef, Hedjazi, Djalal, Aouag, Sofiane, Boubiche, Djalleleddine
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Taylor & Francis 02.01.2022
Taylor & Francis Ltd
Predmet:
Acceptability
CAI
Collaboration
Collaborative learning
Collaborative programming
Collaborative virtual environments
Computer assisted instruction
Computer programming
computer-supported collaborative learning
Computers
Cooperative learning
CSCW
Education
Educational programs
Groupware
Higher education
Learning
Problem based learning
Source code
Tutoring
UTAUT
ISSN:0144-929X, 1362-3001
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Shrnutí:In this paper, a new computer-supported collaborative learning-based groupware is proposed for supporting problem-based collaborative learning in computer programming education setting. The geo-distributed learners can collaboratively with their tutor resolve the common programming problem within a shared workspace. The proposed system embeds some synchronous and asynchronous collaborative tools that allow learners and tutor to interact with each other to develop a shared source code of the program. This research work has two main objectives. First, it attempts to present the proposed groupware functionalities. Second, it discusses the experimental study adopted to assess the acceptability of the Groupware. Such study is an empirical method based on the model of unified theory of the acceptance and use of technology to determine learners' Behavioural Intention (BI) to accept to use such Groupware in Algerian higher education setting.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0144-929X
1362-3001
DOI:10.1080/0144929X.2020.1795263