利用PLS-SEM分析学生的学习参与:一个小型私人在线编程课程的案例研究

Bilegjargal Daramsenge, Nien-Lin Hsueh, Lien-Chi Lai
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引用次数: 0

摘要

如今,特别是疫情期间,线上线下教育日益普及。在计算机科学教育中,小型网络编程课程是培养学生解决问题能力、创造性思维能力和团队合作能力的一门重要课程。本研究的主要目的是探讨SPOPC中学生的复合投入(学习表现和个人感受)的影响。我们应用了高等教育在线参与框架和偏最小二乘结构方程建模(PLS-SEM)方法。我们的分析是通过OpenEdu平台于2021-2022年秋季学期在台湾奉嘉大学举办的Python编程课程进行的。研究结果表明:(1)“视频观看”受四个显著关系的影响,中介作用最强;(2)行为投入(BE)和情绪投入(EE)对“视频观看”表现有正向影响,两者是密不可分的因素;(3)社会参与“SE”显著影响“Term project”和“Final score”到“Midtest”;(4)认知投入“CE”对“Term project”无显著影响;最重要的是(5)学生对课程的第一感受(学期的第一部分)是决定将来继续学习相关课程或退出该课程的重要因素。这些发现对设计和领导编程课程的课程教师具有重要的实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analyzing Students’ Learning Engagements Using PLS-SEM: A Case Study in A Small Private Online Programming Course
Nowadays, particularly during the epidemic situation, the increasing popularity of online-offline education. In computer science education, a small private online programming course (SPOPC) is an important curriculum course to enhance the students’ problem-solving, creative thinking and teamwork activities. The main purpose of this study is to investigate the influences of students’ composite engagements (learning performances and personal feelings) in a SPOPC. We applied an online engagement framework for higher education and partial least squares structural equation modeling (PLS-SEM) approach. Our analysis was conducted from a Python programming course at Feng Chia University, Taiwan, held in the fall semester of 2021–2022 through OpenEdu platform. Our results show that (1) Strongest mediator performance was ‘Video watching’ affected by four significant relations; (2) Behavioral engagement ‘BE’ and emotional engagement ‘EE’ are positively affected ‘Video watching’ performance and they were inextricably linked factors; (3) Social engagement ‘SE’ significantly affected the ‘Term project’ and ‘Final score’ through ‘Midtest’; (4) Cognitive engagement ‘CE’ did not significantly affect the ‘Term project’; Most important is that (5) Students’ first feelings about the course (the first part of the semester) are important factors in deciding to continue a related course or drop out of the course in the future. These findings have valuable practical implications for course instructors who design and lead the programming course.
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