Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Marek Hatala , Sina Nazeri , Fatemeh Salehian Kia
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引用次数: 3

Abstract

Learning programming is difficult, and many students fail or have poor outcomes. To learn to program means to master steps in the complex problem-solving activity. Previous research uncovered a rich set of domain-specific and generic cognitive and metacognitive strategies students use when they learn to program. The processes that problem-solving experts demonstrate are very similar to those studied by self-regulated learning researchers. This study proposes Self-Regulated Learning (SRL) process types derived from the SRL phases indicators developed from log data captured from students' interaction with the instructional scaffold for programming assignments in LMS. The process types were defined from theoretical and pragmatic perspectives, with the aim to indicate concrete interventions for improving problemsolving skills. We have observed and quantified students' use of the SRL processes of distinct types in the series of five problem-solving assignments. We have also observed the progression of SRL processes used by each student in the assignments. Our modelling showed that students with domain knowledge at the same level achieve higher assignment marks when they demonstrate SRL processes at the higher level; importantly, students with the lowest programming skills benefit the most.

学生SRL过程在后续编程问题解决任务中的进展及其与任务结果的关系
学习编程是困难的,许多学生失败或成绩不佳。学习编程意味着掌握复杂问题解决活动中的步骤。先前的研究发现,学生在学习编程时使用了一套丰富的特定领域和通用的认知和元认知策略。解决问题专家所展示的过程与自我调节学习研究人员所研究的过程非常相似。本研究提出了自我调节学习(SRL)过程类型,该过程类型源于SRL阶段指标,该指标是从学生与LMS中编程作业的教学支架的互动中获取的日志数据中开发的。过程类型是从理论和实践的角度定义的,目的是指出提高解决问题技能的具体干预措施。我们观察并量化了学生在五项解决问题的系列作业中使用不同类型的SRL过程的情况。我们还观察了每个学生在作业中使用的SRL过程的进展。我们的模型显示,具有相同水平领域知识的学生在更高水平上展示SRL过程时,会获得更高的作业分数;重要的是,编程技能最低的学生受益最大。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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