Metocognitive Support Accelerates Computer Assisted Learning for Novice Programmers

Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively...

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Vydáno v:Educational technology & society Ročník 20; číslo 3; s. 170 - 181
Hlavní autoři: Rum, Siti Nurulain Mohd, Ismail, Maizatul Akmar
Médium: Journal Article
Jazyk:angličtina
Vydáno: National Sun Yat-Sen University 2017
International Forum of Educational Technology & Society
Témata:
Computer Assisted Instruction
Computer programming
Computer Science Education
Control Groups
Cues
Design Preferences
Educational activities
Educational environment
Experimental Groups
Full Length Articles
Independent Study
Instructional Materials
Learning
Learning motivation
Metacognition
Novices
Online learning
Posttests
Pretests Posttests
Programming
Scaffolding (Teaching Technique)
Self Evaluation (Individuals)
Training
Undergraduate Students
ISSN:1176-3647, 1436-4522, 1436-4522
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Abstract Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively monitoring, evaluating, and modifying one’s thinking, has been identified as important for novice programmers. Studies have shown that metacognitive skills can be nurtured through the use of technology blended into educational activities. Designing metacognitive-related activities that focus on both social and cognitive development is both theoretically and practically challenging, especially in supporting the teaching and learning of computer programming. This paper describes six commonly-used strategies, viz., metacognitive scaffolding, reflective prompts, self-assessment, self-questioning, self-directed learning and graphic organizers, identified as important features that can be incorporated into computer-assisted learning tools in supporting computer programming learning. An experimental study was conducted to determine the effectiveness of these strategies. The results show that they helped learners by improving their performance in learning computer programming.
AbstractList Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively monitoring, evaluating, and modifying one's thinking, has been identified as important for novice programmers. Studies have shown that metacognitive skills can be nurtured through the use of technology blended into educational activities. Designing metacognitive-related activities that focus on both social and cognitive development is both theoretically and practically challenging, especially in supporting the teaching and learning of computer programming. This paper describes six commonly-used strategies, viz., metacognitive scaffolding, reflective prompts, self-assessment, self-questioning, self-directed learning and graphic organizers, identified as important features that can be incorporated into computer-assisted learning tools in supporting computer programming learning. An experimental study was conducted to determine the effectiveness of these strategies. The results show that they helped learners by improving their performance in learning computer programming.
Audience Higher Education
Postsecondary Education
Author Ismail, Maizatul Akmar
Rum, Siti Nurulain Mohd
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SubjectTerms Computer Assisted Instruction
Computer programming
Computer Science Education
Control Groups
Cues
Design Preferences
Educational activities
Educational environment
Experimental Groups
Full Length Articles
Independent Study
Instructional Materials
Learning
Learning motivation
Metacognition
Novices
Online learning
Posttests
Pretests Posttests
Programming
Scaffolding (Teaching Technique)
Self Evaluation (Individuals)
Training
Undergraduate Students
Title Metocognitive Support Accelerates Computer Assisted Learning for Novice Programmers
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