{"title":"Progression of students' SRL processes in subsequent programming problem-solving tasks and its association with tasks outcomes","authors":"Marek Hatala , Sina Nazeri , Fatemeh Salehian Kia","doi":"10.1016/j.iheduc.2022.100881","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751622000379","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.