Literaturnachweis - Detailanzeige
| Autor/inn/en | Daradoumis, Thanasis; Marquès Puig, Joan Manuel; Arguedas, Marta; Calvet Liñan, Laura |
|---|---|
| Titel | Enhancing Students' Beliefs Regarding Programming Self-Efficacy and Intrinsic Value of an Online Distributed Programming Environment |
| Quelle | In: Journal of Computing in Higher Education, 34 (2022) 3, S.577-607 (31 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Daradoumis, Thanasis) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1726 |
| DOI | 10.1007/s12528-022-09310-9 |
| Schlagwörter | Students; Programming; Programming Languages; Computer Science Education; Online Courses; Electronic Learning; Student Attitudes; Beliefs; Self Efficacy; Student Experience; Student Satisfaction |
| Abstract | Several studies have explored the factors that influence self-efficacy as well as its contribution to academic development in online learning environments in recent years. However, little research has investigated the effect of a web-based learning environment on enhancing students' beliefs about self-efficacy for learning. This is especially noticeable in the field of online distributed programming. We need to design online learning environments for programming education that foster both students' self-efficacy for programming learning and the added value that students perceive of the tool as a successful learning environment. To that end, we conducted a quantitative analysis to collect and analyze data of students using an online Distributed Systems Laboratory (DSLab) in an authentic, long-term online educational experience. The results indicate that (1) our distributed programming learning tool provides an environment that increases students' belief of programming self-efficacy; (2) the students' experience with the tool strengthens their belief in the intrinsic value of the tool; however (3) the relationship between students' belief in the tool intrinsic value and their self-efficacy is inconclusive. This study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students' engagement, learning and performance in this field. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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