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ERIC Number: EJ1024551
Record Type: Journal
Publication Date: 2013
Pages: 36
Abstractor: As Provided
Reference Count: 78
ISSN: ISSN-1050-8406
Using Learning Analytics to Understand the Learning Pathways of Novice Programmers
Berland, Matthew; Martin, Taylor; Benton, Tom; Smith, Carmen Petrick; Davis, Don
Journal of the Learning Sciences, v22 n4 p564-599 2013
Many have suggested that tinkering plays a critical role in novices learning to program, and recent work in learning analytics (Baker & Yacef, 2009 Blikstein, 2011) allows us to describe new relationships in the process. Using learning analytics, we explore how students progress from exploration, through tinkering, to refinement, a pathway that we term EXTIRE. The work contributes to learning sciences by: showing empirical support for previously theorized processes; identifying a role of tinkering in novices' learning; and presenting a data-driven approach to creating process descriptions. Furthermore, our findings illuminate how tinkering can be a valuable approach for novices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A