Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
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 se...
| Autores: | , , , |
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| Tipo de recurso: | libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/146681 |
| Acceso en línea: | http://hdl.handle.net/10609/146681 http://doi.org/10.1007/s12528-022-09310-9 |
| Access Level: | acceso abierto |
| Palabra clave: | online distributed programming learning programming self-efficacy intrinsic value aprenentatge de programació distribuïda en línia programació d'autoeficàcia valor intrínsec aprendizaje de programación distribuida en línea programación de autoeficacia valor intrínseco computer programming programació (Ordinadors) programación (Computadoras) |
| Sumario: | 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. |
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