Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
| Autor: | Daradoumis, Thanasis, Marquès Puig, Joan Manuel, Arguedas Lafuente, Marta Maria, Calvet Liñan, Laura |
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| Přispěvatelé: | Universitat Oberta de Catalunya. Estudis d'Informàtica, Multimèdia i Telecomunicació, University of Aegean |
| Rok vydání: | 2022 |
| Předmět: |
computer programming
programació (Ordinadors) aprendizaje de programación distribuida en línea valor intrínsec intrinsic value aprenentatge de programació distribuïda en línia programación (Computadoras) programació d'autoeficàcia valor intrínseco programación de autoeficacia online distributed programming learning programming self-efficacy |
| Zdroj: | O2, repositorio institucional de la UOC Universitat Oberta de Catalunya (UOC) |
| DOI: | 10.1007/s12528-022-09310-9 |
| Popis: | Several studies have explored the factors that influence self-efficacy as well as its contribution to academic development in online learning environments in recent years. However, little research has investigated the effect of a web-based learning environment on enhancing students’ beliefs about self-efficacy for learning. This is especially noticeable in the field of online distributed programming. We need to design online learning environments for programming education that foster both students’ self-efficacy for programming learning and the added value that students perceive of the tool as a successful learning environment. To that end, we conducted a quantitative analysis to collect and analyze data of students using an online Distributed Systems Laboratory (DSLab) in an authentic, long-term online educational experience. The results indicate that (1) our distributed programming learning tool provides an environment that increases students’ belief of programming self-efficacy; (2) the students’ experience with the tool strengthens their belief in the intrinsic value of the tool; however (3) the relationship between students’ belief in the tool intrinsic value and their self-efficacy is inconclusive. This study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students’ engagement, learning and performance in this field. |
| Databáze: | OpenAIRE |
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