Co-regulated Learning in Computer Programming: Students Co-reflection About Learning Strategies Adopted During an Assignment

Pedrosa, Daniela; Cravino, José; Morgado, Leonel; Barreira, Carlos

doi:10.1007/978-3-030-20954-4_2

Cited by 12 publications

(9 citation statements)

References 35 publications

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“…In this work, we focus on the change in FR, i.e. the moments of self-monitoring of the learning process by the students [2]- [4], [8], [37] via metacognitive challenges.…”

Section: B First Iteration Vs Second Iteration Of E-simprogrammingmentioning

confidence: 99%

“…1) The Fortnightly Reflections (FR) approach: We used the Cravino et al approach [37], adaptating the earlier FR approach used in the face-to-face context [2], [4]. Using a Google Forms questionnaire at the end of each of the 6 syllabus topics, students were asked to look upon their learning process and reflect, by answering the questions: 1) What tasks did I do in these two weeks?…”

Section: Fortnightly Reflections Vs Metacognitive Challengesmentioning

confidence: 99%

“…2) MC Type 1: Metacognitive challenges as fortnightly reflections about the learning progress: These MC (numbers 6, 10, 13,15,17,18) are conceptually based on the previous FR approach [2]- [4], [37]. Questions in these MC were adjusted to the expected development status of the software throughout the course topics (initial, medium, or advanced), integrating aspects from students' metacognitive domain: self-confidence, self-assessment, and self-awareness.…”

Section: Fortnightly Reflections Vs Metacognitive Challengesmentioning

confidence: 99%

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Metacognitive challenges to support self-reflection of students in online Software Engineering Education

Pedrosa

Fontes

Araújo

et al. 2021

2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)

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Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students' self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students' perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.

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“…In this work, we focus on the change in FR, i.e. the moments of self-monitoring of the learning process by the students [2]- [4], [8], [37] via metacognitive challenges.…”

Section: B First Iteration Vs Second Iteration Of E-simprogrammingmentioning

confidence: 99%

Section: Fortnightly Reflections Vs Metacognitive Challengesmentioning

confidence: 99%

Section: Fortnightly Reflections Vs Metacognitive Challengesmentioning

confidence: 99%

See 1 more Smart Citation

Metacognitive challenges to support self-reflection of students in online Software Engineering Education

Pedrosa

Fontes

Araújo

et al. 2021

2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE)

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“…Co-regulated learning is the process through which students interact and share the responsibilities of directing various aspects of learning, involving discourses among students that promote positive affect, interaction and cohesion. As an example of a teaching strategy to motivate student co-regulation, a teacher who is teaching an activity on programming may demand that each student research all available data on programming languages and then designate that students discuss the main points found (Pedrosa, 2019;Chan, 2012).…”

Section: Yes Yes Nomentioning

confidence: 99%

Regulation of Flipped Learning Activities in Programming

Gonçalves¹,

Ferreira²,

Campos³

et al. 2021

Int J Innov Educ Res

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Flipped Learning can contribute significantly to learning, however there is an under-utilization of conceptual structures of design in the flipped classroom, with regard to the incorporation of pedagogical methods to promote the activities to be performed by students. The pedagogical design of flipped classrooms needs to provide a model that details how to facilitate activities before, during and after classes. It is important to analyze the moment before the classroom, which involves self-regulation, during the classroom which involves processes related to interaction and collaboration and after the classroom, related to reflective processes. Developing and conducting a systematic review can contribute to an analysis of the current state of research on teacher facilitation in relation to student regulation in flipped learning related to teaching programming. The systematic review was carried out to identify all the research available on self-regulation and co-regulation by students during flipped learning in programming courses. The objective of this research is to identify and analyze relevant research related to the regulation and co-regulation of flipped learning activities in the teaching of programming, and to understand how the self-regulation and co-regulation of students has been approached to engage in activities before the classroom. class, collaboration and problem solving during classes and reflections after class. After a analysis of the articles listed by the systematic review, important gaps in the literature can be observed, such as the lack of approach to the three phases of flipped learning, regulation and co-regulation and all dimensions of regulation. Nor is there a theoretical framework based on processes and strategies of self and co-regulation for teaching computer programming. Thus, the present systematic review has significant relevance and highlights the need for studies that involve all elements of flipped learning in the teaching of programming.

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“…Other changes were due to the DL context: elimination of presentations of work by students and status reports. Biweekly reflections [19,24] were adjusted, now an online form, ceasing to be mandatory.…”

Section: Differences Between the Simprogramming Approach And The mentioning

confidence: 99%

Challenges Implementing the SimProgramming Approach in Online Software Engineering Education for Promoting Self and Co-regulation of Learning

Pedrosa

Morgado

Cravino

et al. 2020

2020 6th International Conference of the Immersive Learning Research Network (iLRN)

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High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students' autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management.

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Co-regulated Learning in Computer Programming: Students Co-reflection About Learning Strategies Adopted During an Assignment

Cited by 12 publications

References 35 publications

Metacognitive challenges to support self-reflection of students in online Software Engineering Education

Metacognitive challenges to support self-reflection of students in online Software Engineering Education

Regulation of Flipped Learning Activities in Programming

Challenges Implementing the SimProgramming Approach in Online Software Engineering Education for Promoting Self and Co-regulation of Learning

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