Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment

Several studies have explored the factors that influence self-efficacy as well as its contribution to academic development in online learning environments in recent years. However, little research has investigated the effect of a web-based learning environment on enhancing students’ beliefs about se...

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Bibliographic Details
Published in:Journal of computing in higher education Vol. 34; no. 3; pp. 577 - 607
Main Authors: Daradoumis, Thanasis, Marquès Puig, Joan Manuel, Arguedas, Marta, Calvet Liñan, Laura
Format: Journal Article
Language:English
Published: New York Springer US 01.12.2022
Springer
Springer Nature B.V
Subjects:
Beliefs
Computer networks
Computer Science Education
Distance learning
Education
Educational Environment
Educational Experience
Educational Technology
Effectiveness
Electronic Learning
Higher Education
Learning and Instruction
Online Courses
Online instruction
Programming
Programming environments
Programming Languages
School environment
Self Efficacy
Student Attitudes
Student Experience
Student Satisfaction
Students
University students
Programming self-efficacy
Intrinsic value
Online distributed programming learning
ISSN:1042-1726, 1867-1233
Online Access:Get full text
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Summary:Several studies have explored the factors that influence self-efficacy as well as its contribution to academic development in online learning environments in recent years. However, little research has investigated the effect of a web-based learning environment on enhancing students’ beliefs about self-efficacy for learning. This is especially noticeable in the field of online distributed programming. We need to design online learning environments for programming education that foster both students’ self-efficacy for programming learning and the added value that students perceive of the tool as a successful learning environment. To that end, we conducted a quantitative analysis to collect and analyze data of students using an online Distributed Systems Laboratory (DSLab) in an authentic, long-term online educational experience. The results indicate that (1) our distributed programming learning tool provides an environment that increases students’ belief of programming self-efficacy; (2) the students’ experience with the tool strengthens their belief in the intrinsic value of the tool; however (3) the relationship between students’ belief in the tool intrinsic value and their self-efficacy is inconclusive. This study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students’ engagement, learning and performance in this field.
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ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-022-09310-9