A pilot study of cooperative programming learning behavior and its relationship with students' learning performance
A pilot study of cooperative programming learning behavior and its relationship with students' learning performance
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DOI：
10.1016/j.compedu.2011.12.009
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发表时间：
2012-05-01
影响因子：
12
通讯作者：
Huang, Zhi-Hua
中科院分区：
文献类型：
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作者：
Hwang, Wu-Yuin;Shadiev, Rustam;Huang, Zhi-Hua
在本研究中，我们提出了一个基于网络的合作编程辅助系统（WPASC），并设计了一个学习活动来促进学生的合作编程学习。摘要本研究旨在探讨学生合作程式设计学习行为及其与学习绩效的关系。调查了学生对学习活动和WPASC的看法和看法。本研究结果显示，大多数学生认为学习活动和WPASC对合作规划学习是有用的。我们将学生在合作编程学习活动中的学习行为分为6个不同的类别，并发现学习行为与学习绩效之间存在关系。完全独立、借助帮助自我提升、启蒙后自信和模仿类别的学生表现良好，这是由于他们的学习行为是有效的和积极的。然而，没有帮助和抄袭类别的学生表现更差；前者根本得不到帮助，后者则没有学习动机。结果还表明，学生的学习行为在解决问题过程中可能有增加、减少和无转变。因此，在没有帮助的情况下表现不佳和剽窃学习行为以及学习行为的过渡减少或没有过渡应该在完成编程问题后立即识别。然后，教师应该对学习行为进行干预，以使其对学习更有效。此外，需要给予更多的激励，以提高学生的学习动机，并在解决问题的早期阶段发布学生的解决方案和反馈。(C) 2011 Elsevier Ltd.版权所有。
In this study we proposed a web-based programming assisted system for cooperation (WPASC) and we also designed one learning activity for facilitating students' cooperative programming learning. The aim of this study was to investigate cooperative programming learning behavior of students and its relationship with learning performance. Students' opinions and perceptions toward learning activity and the WPASC were also investigated. The results of this study revealed that most of students perceived that learning activity and the WPASC were useful for cooperative programming learning. Students' learning behavior during cooperative programming learning activity was classified into six different categories and we found that learning behavior has relationship with learning performance. Students from completely independent, self-improving using assistance, confident after enlightenment and imitating categories performed well due to their effective and motivated learning behavior. However, students from performing poorly without assistance and plagiarizing categories performed the worse; the former could not get assistance at all and the later had no learning motivation. The results also showed that students' learning behavior may have increasing, decreasing and no transition during problems solving. Therefore, performing poorly without assistance and plagiarizing learning behavior and decreasing transition or no transition in learning behavior should be identified right after completing a programming problem. Then the instructor should intervene into learning behavior in order to change it into more effective for learning. Besides, more incentives need to be given for increasing students' learning motivation and posting solutions and feedback by students at the early stage of a problem solving period. (C) 2011 Elsevier Ltd. All rights reserved.