Integrating modified WebQuest activities for programming learning.
The study designed WebQuest activities and explored the learning performance of learners to understand the suitability of using WebQuest in a college programming course. The study modified the processes of WebQuest based on social constructivism and scaffolding learning, and included programming tas...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 4; pp. 978 - 994 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151329627&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151329627 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2021 vid: 37 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 151329627 148937428 151329627 151329627 10.1111/jcal.12537 151329627 ppf: 978 ppct: 16 formats: tig: atl: Integrating modified WebQuest activities for programming learning. aug: au: Wang, Yi‐Hsuan affil: Department of Educational Technology, Tamkang University, Taiwan, Taipei Hsien, Taiwan sug: subj: Learning Methods Programming Languages Education Computer-Assisted Instruction Academic Performance Evaluation World Wide Web Utilization Internet Human Task Performance and Analysis Students, College Teaching Methods Coding Problem Solving Self Concept Reflection Outcomes of Education Pretest-Posttest Design Questionnaires Quantitative Studies Linear Regression Thematic Analysis T-Tests One-Way Analysis of Variance Funding Source ab: The study designed WebQuest activities and explored the learning performance of learners to understand the suitability of using WebQuest in a college programming course. The study modified the processes of WebQuest based on social constructivism and scaffolding learning, and included programming tasks such as debugging practice to encourage learners to develop their problem‐solving abilities. The WebQuest learning sheets include the following four parts, introduction, task, resources and evaluation, and the learners had to complete the tasks without the detailed processes. After they had tried to solve the problem for approximately two weeks, the detailed WebQuest processes were provided. A total of 109 learners (third year of college) participated in the study and were separated into two groups. The experimental group underwent WebQuest teaching, while the control group received the traditional IT‐integrated teaching. The study duration was 18 weeks (3 hr/week). The results indicated that the modified WebQuest activity gave learners scaffolding to do try‐and‐revise practice, and the processes of using provided possible information to test and debug the resulting codes encouraged them to associate and analyze learning information before programming and then to generalize the programming steps on their own instead of following the instructor's step‐by‐step instructions. The learners thus have a deep understanding of the programming concept rather than surface learning. The findings revealed that the modified WebQuest activity is a helpful form of scaffolding for promoting learners' positive learning experiences regarding organizing information and problem solving and reasoning skills. Besides, integrating debugging practice in the WebQuest activity could promote learners' intermediate and advance level programming ability. Subsequent research could further explore the effects of adding after‐practice WebQuest activities to assist and trigger learners' self‐reflection for refining their problem‐solving processes after the in‐class WebQuest activities. Lay Description: What is already known about this topic: Proper guidance is effective for promoting learners' active participation.Problematizing scaffolds is effective for self‐regulation programming learning.WebQuest enhances students' problem‐solving, motivation, and active learning. What this paper adds: The modified WebQuest scaffolded students' try‐and‐revise practice.Students associated learning information and generalized programming steps on their own through the WebQuest activity. Implications for practice and/or policy: Instructors could adopt modified WebQuest activities as scaffolding to support programming problem solving.Further research could add after‐practice reflection to refine the problem‐solving process. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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