NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1146911
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1436-4522
EISSN: N/A
Metocognitive Support Accelerates Computer Assisted Learning for Novice Programmers
Rum, Siti Nurulain Mohd; Ismail, Maizatul Akmar
Educational Technology & Society, v20 n3 p170-181 2017
Computer programming is a part of the curriculum in computer science education, and high drop rates for this subject are a universal problem. Development of metacognitive skills, including the conceptual framework provided by socio-cognitive theories that afford reflective thinking, such as actively monitoring, evaluating, and modifying one's thinking, has been identified as important for novice programmers. Studies have shown that metacognitive skills can be nurtured through the use of technology blended into educational activities. Designing metacognitive-related activities that focus on both social and cognitive development is both theoretically and practically challenging, especially in supporting the teaching and learning of computer programming. This paper describes six commonly-used strategies, viz., metacognitive scaffolding, reflective prompts, self-assessment, self-questioning, self-directed learning and graphic organizers, identified as important features that can be incorporated into computer-assisted learning tools in supporting computer programming learning. An experimental study was conducted to determine the effectiveness of these strategies. The results show that they helped learners by improving their performance in learning computer programming.
International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A