The Power in Digital Literacy and Algorithmic Skill

Csernoch, Mária; Biró, Piroska

doi:10.1016/j.sbspro.2015.01.705

Cited by 8 publications

(5 citation statements)

References 10 publications

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“…A scanning mobile app developed by an employee could solve a company’s budget problem by reducing the company’s cost of purchasing barcode scanners. Accordingly, computer programing as a means of solving complex tasks is seen as an essential skill that enables learners to acquire knowledge and apply it to new tasks (Csernoch & Biró, 2015). With the growing demand for problem-solving skills with computer programing in different fields, the desire to learn programing has surged in a variety of educational disciplines (Dochy et al, 2003; Yucel et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Self-Regulated Learning Support on Learners’ Task Performance and Cognitive Load in Computer Programing

Shin

Song

2022

Journal of Educational Computing Research

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This study explores the effect of self-regulated learning support on learners’ cognitive load and problem-solving performance, considering cases from well-structured to ill-structured tasks in a computer programing course. Sixty-seven undergraduate students in a computer programing fundamentals course were randomly assigned into one of two groups: (1) experimental group ( N = 34; received self-regulated learning support) and (2) control group ( N = 33). Participants in both groups were asked to solve programing problems using Python over 3 weeks, and their cognitive load levels were measured after each week. The results showed that novice learners’ self-regulated learning skills can be influenced by learning support, which contributes to solving complex problems. The results also suggest that, given the sequence of tasks (i.e., basic and advanced well-structured and ill-structured problems), self-regulated learning support may require time to be effective. The germane load of the experimental group was higher for well-structured problems than that of the control group. Using logistic regression, the two groups were differentiated through different variables measured in this study, which showed a high predictive explanatory power. The results provide implications for designing self-regulated learning support for programing courses, using problem-based learning in association with problem-solving skills, self-regulated learning skills, and cognitive load management.

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Section: Literature Reviewmentioning

confidence: 99%

The Effects of Self-Regulated Learning Support on Learners’ Task Performance and Cognitive Load in Computer Programing

Shin

Song

2022

Journal of Educational Computing Research

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“…To see clearly what knowledge the students have brought with them, we launched the TAaAS project (Testing Algorithmic and Application Skills) in the 2011/2012 academic year at the Faculty of Informatics of the University of Debrecen, Hungary Csernoch and Biró, 2013a, 2014a, 2014b, 2014c.…”

Section: The Tests Of the Taaas Projectmentioning

confidence: 99%

Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments

Csernoch¹,

Biró²,

Máth³

et al. 2015

Informatics in Education

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Abstract. The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The results of the tests clearly show that students start their studies in Informatics with underdeveloped algorithmic skills, only a very few of them reaching the level of extended abstract. To find reasons for these figures we have analyzed the students' problem solving approaches. It was found that the students, almost exclusively, only consider traditional programming environments appropriate for developing computational thinking, algorithmic skills. Furthermore, they do not apply concept and algorithmic based methods in non-traditional computer related activities, and as such, mainly carry out ineffective surface approach methods, as practiced in primary and secondary education. This would explain the gap between the expectations of tertiary education, the students' results in the school leaving exams, and their overestimation of their knowledge, all of which lead to the extremely high attrition rates in Informatics.

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“…Developing digital competencies effectively and efficiently, and to achieve digital literacy can be achieved with formal education. In formal education, teachers have a leading role [13]. Teachers must adapt their teaching methods so they can motivate students to engage in active participatory learning.…”

Section: Introductionmentioning

confidence: 99%

Education and Digital Media Literacy: The Use of Digital Media by Teachers in Middle Schools

Ramadhan¹,

Sukma²,

Indriyani³

2019

Proceedings of the Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 Aug

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Knowledge and skills in using digital media are important for everyone, regardless of the occupation. One of them is a teacher. The use of various digital media can be useful for teachers in the learning process. Besides being useful for teachers as a means of delivering information, it is also useful for students in training to use digital media in the learning process. This study aims to determine the use of digital media in the learning process by the teacher. This research is a descriptive study using survey methods. The study sample was 112 Indonesian language teachers in West Sumatra. The research instruments used were questionnaires and interview guide sheets. The results of the study show that the media devices used have not been varied, policies that are known about the use of digital media have not been mastered, making many digital media creative content not mastered, the application of data transmission used has varied, and learning resources are still dominant through books. In general, the teacher agrees if the learning process uses online classes by relying on digital media. However, there are many obstacles if the policy is implemented, such as teacher competency, student competence, facilities and infrastructure, and other.

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The Power in Digital Literacy and Algorithmic Skill

Cited by 8 publications

References 10 publications

The Effects of Self-Regulated Learning Support on Learners’ Task Performance and Cognitive Load in Computer Programing

The Effects of Self-Regulated Learning Support on Learners’ Task Performance and Cognitive Load in Computer Programing

Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments

Education and Digital Media Literacy: The Use of Digital Media by Teachers in Middle Schools

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