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...

Full description

Saved in:
Bibliographic Details
Published in:Educational technology & society Vol. 20; no. 3; pp. 170 - 181
Main Authors: Rum, Siti Nurulain Mohd, Ismail, Maizatul Akmar
Format: Journal Article
Language:English
Published: National Sun Yat-Sen University 2017
International Forum of Educational Technology & Society
Subjects:
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
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1176-3647
1436-4522
1436-4522