Collaborative Learning, Self-Efficacy, and Student Performance in CS1 POGIL
Collaborative Learning, Self-Efficacy, and Student Performance in CS1 POGIL
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CS1 POGIL 中的协作学习、自我效能和学生表现
DOI：
10.1145/3408877.3432373
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Helen H. Hu
中科院分区：
文献类型：
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作者：
Aman Yadav;Chris Mayfield;Sukanya Kannan Moudgalya;Clifton Kussmaul;Helen H. Hu
协作学习让学生积极参与学习过程，同时培养雇主所寻求的专业技能。结对编程和同伴指导等方法已被证明可以提高学生在计算机科学方面的成绩。面向过程的引导探究学习（POGIL）是另一种协作学习方法，旨在培养学生对特定学科概念的掌握以及沟通、团队合作和批判性思维等“过程技能”。本文调查了学生对最近改用 POGIL 课程的内容学习和过程技能的看法。我们探索这些看法、自我效能和学习表现之间的关系。我们的结果表明，学生对团队合作、培养与他人合作的技能以及思考问题的能力持积极态度。然而，自我效能是他们学习的唯一重要预测因素。我们讨论了这些结果对于在 CS 课程中使用 POGIL 和其他协作学习的影响，并确定了未来工作的方向。
Collaborative learning actively engages students in the learning process while developing professional skills that employers seek. Approaches such as Pair Programming and Peer Instruction have been shown to improve student outcomes in computer science. Process Oriented Guided Inquiry Learning (POGIL) is another col- laborative learning approach that aims to develop students' mastery of discipline-specific concepts as well as 'process skills' like com- munication, teamwork, and critical thinking. This paper examines students' perceptions of their content learning and process skills in courses that recently switched to POGIL. We explore the re- lationship between those perceptions, self-efficacy, and learning performance. Our results show that students have positive views about their teamwork, developing skills to work with others, and thinking through a problem. However, self-efficacy is the only sig- nificant predictor of their learning. We discuss the implications of these results for using POGIL and other collaborative learning in CS courses, and identify directions for future work.