Novice Programming Students' Reflections on Study Motivation during COVID-19 Pandemic

Lohiniva, Meija; Isomöttönen, Ville

doi:10.1109/fie49875.2021.9637367

Cited by 8 publications

(12 citation statements)

References 15 publications

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“…Lohiniva et al [40] conducted a qualitative interview study of novice programming students' experiences studying during the pandemic, focusing on factors impacting motivation. They found that students experienced lower levels of motivation to study resulting from pandemic worries and lack of time, and also difficulties in coordinating collaboration.…”

Section: Experiences Of Virtual Learning 51 Prior Workmentioning

confidence: 99%

“…Instructor support is vital for students' learning, and that was especially true during the pandemic. Lohiniva et al [40] showed that students in an introductory programming course found it imperative to receive feedback, help and encouragement from the instructor.…”

Section: Study Skills and Supports 71 Prior Workmentioning

confidence: 99%

“…The researchers found that "COVID-19 had a larger impact on the sense of belonging of all students in the space of a few months than we otherwise observed over the two prior years". A student's sense of belonging is often boosted by informal messages in classrooms, which are not easily transferred into virtual classrooms [40].…”

Section: Community Building 81 Prior Workmentioning

confidence: 99%

“…Informal peer support is valuable to students so that they can relate their own experience with learning computing to those of their peers. It was especially important for students studying online to realize they were not the only ones struggling with learning to program [40]. Peer support in in-person classes can be transmitted by facial expressions and informal oral communication including smalltalk, which do not translate as well to the virtual world.…”

Section: Community Building 81 Prior Workmentioning

confidence: 99%

“…Lohiniva and Isomottonen [40] considered which activities and situations improved collaboration and communication. A reduction in peer support and the will to help others were observed in the virtual setting, with one respondent stating "The fact that you don't know... that I can't even connect the name with the face and who is who, and who are these people... so I couldn't be bothered helping others with their problems" [40].…”

Section: Community Building 81 Prior Workmentioning

confidence: 99%

See 4 more Smart Citations

The Impact of COVID-19 on the CS Student Learning Experience

Siegel

Zarb

Anderson

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

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Students have experienced incredible shifts in their learning environments, brought about by the response of universities to the ever-changing public health mandates driven by waves and stages of the coronavirus pandemic (COVID-19). Initially, these shifts in learning (mode of course delivery, course availability, etc.) were considered emergency responses. However, as the pandemic pressed on, students have had to repeatedly adapt to the continuously evolving educational landscape.This working group builds upon foundations and structure created by a 2021 ITiCSE Working Group exploring the effects of COVID-19 on teaching and learning from a faculty perspective. That working group identified the incorporation of some pandemicinduced changes into future teaching practices. This working group examines the existing literature and insights gained from responses to a multi-national survey to explore the new student experience emerging from the continuously evolving teaching practices catalyzed by the global pandemic.Traditionally, computing is a subject full of experiential learning opportunities, rich with in-person labs and exercises. We investigate how the changes within the COVID-affected academic landscape have altered that student experience. The current group of computing students will have had experiences under both typical (i.e. pre-pandemic) and COVID-affected teaching practices. It is, therefore, timely that we understand how each has impacted how they perceive their learning environment and educational experience.

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Section: Experiences Of Virtual Learning 51 Prior Workmentioning

confidence: 99%

Section: Study Skills and Supports 71 Prior Workmentioning

confidence: 99%

Section: Community Building 81 Prior Workmentioning

confidence: 99%

Section: Community Building 81 Prior Workmentioning

confidence: 99%

Section: Community Building 81 Prior Workmentioning

confidence: 99%

See 3 more Smart Citations

The Impact of COVID-19 on the CS Student Learning Experience

Siegel

Zarb

Anderson

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

show abstract

Emerging from the pandemic: instructor reflections and students’ perceptions on an introductory programming course in blended learning

Srivatanakul

2022

Educ Inf Technol

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Teaching an introductory programming course to first-year students has long been a challenge for many college instructors. The COVID-19 pandemic, which caused unprecedented shifts in learning modality across the globe, has worsened the learning experience of novice programmers. Instructors have to find innovative ways to keep students engaged and learning. Blended or hybrid learning has become a new preferred way of learning during the COVID-19 pandemic. Blended learning is viewed as a combination of both in-person and online instructions. Such a learning environment offers instructors the flexibility to provide learners with an engaging face-to-face learning experience while promoting the well-being and safety of students. Starting Fall 2020, York College (and other CUNY colleges) has since offered several courses in hybrid mode. Two years have passed since the abrupt transition. There were several lessons learned from the experiences. In this paper, I discussed evidence-based pedagogical approaches that were used to teach students in an introductory computer programming class at York College, CUNY, where blended learning was used. Student perceptions of learning experience and obtaining coding skills in both online and in-person environments are also presented. The findings from the survey suggested that students benefited from face-to-face interactions and feedback, while those who preferred an online environment liked the flexibility that online components offer. Through careful design and implementation of pedagogical approaches used in the class, novice programmers could potentially benefit from both face-to-face and online components of blended learning.

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Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences

Fabian,

Smith,

Taylor-Smith

2024

TechTrends

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The Covid-19 pandemic moved focus from face-to-face learning to hybrid in Higher Education; many educators did not have previous experience of this mode prior to this shift in learning locations. One form of hybrid learning is “synchronous hybrid learning” where both face-to-face and online students simultaneously attend learning activities. This study set out to explore students’ experiences of, and attitudes towards, synchronous hybrid learning, using a multi-method approach: a student survey (n = 66) and interviews with both students (n = 22) and lecturers (n = 8). Findings reveal technology challenges for both face-to-face and online learning but the majority of students preferred hybrid learning. Students acknowledged that hybrid formats provided fewer opportunities to collaborate and that they felt more engaged when face-to-face, but they could manage their time better with hybrid. Staff observed equity-related benefits, while acknowledging increased complexity of delivery. The study makes recommendations for a future that encompasses good quality, post-pandemic hybrid learning.

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Novice Programming Students' Reflections on Study Motivation during COVID-19 Pandemic

Cited by 8 publications

References 15 publications

The Impact of COVID-19 on the CS Student Learning Experience

The Impact of COVID-19 on the CS Student Learning Experience

Emerging from the pandemic: instructor reflections and students’ perceptions on an introductory programming course in blended learning

Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences

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