Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools

Abstract

This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.

A Systematic Review of the Effects of Automatic Scoring and Automatic Feedback in Educational Settings

“…According to the International Standard Classification of Education [33], most of the work reviewed was at the bachelor's or equivalent level (92% of papers), with small numbers at the early education (2% of papers), such as Saha's study of automatic grading of explanatory answers in middle school [34] and secondary education (6% of papers) such as Anohah's analysis of high school computing science courses [35].…”