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...

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Detalles Bibliográficos
Autores: Daradoumis, Thanasis, Marquès Puig, Joan Manuel, Arguedas, Marta, Calvet Liñán, Laura
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)
id ES_79806ecd6b2b609519bb73aaeb5b568e
oai_identifier_str oai:openaccess.uoc.edu:10609/146681
network_acronym_str ES
network_name_str España
repository_id_str
spelling Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming EnvironmentDaradoumis, ThanasisMarquès Puig, Joan ManuelArguedas, MartaCalvet Liñán, Lauraonline distributed programming learningprogramming self-efficacyintrinsic valueaprenentatge de programació distribuïda en líniaprogramació d'autoeficàciavalor intrínsecaprendizaje de programación distribuida en líneaprogramación de autoeficaciavalor intrínsecocomputer programmingprogramació (Ordinadors)programación (Computadoras)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.Journal of Computing in Higher EducationUniversitat Oberta de Catalunya. Estudis d'Informàtica, Multimèdia i TelecomunicacióUniversity of Aegean202220222022info:eu-repo/semantics/bookinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/146681http://doi.org/10.1007/s12528-022-09310-9reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésJournal of Computing in Higher Education, 2022https://doi.org/10.1007/s12528-022-09310-9CC BY 4.0http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1466812026-05-28T12:42:01Z
dc.title.none.fl_str_mv Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
title Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
spellingShingle Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
Daradoumis, Thanasis
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)
title_short Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
title_full Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
title_fullStr Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
title_full_unstemmed Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
title_sort Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
dc.creator.none.fl_str_mv Daradoumis, Thanasis
Marquès Puig, Joan Manuel
Arguedas, Marta
Calvet Liñán, Laura
author Daradoumis, Thanasis
author_facet Daradoumis, Thanasis
Marquès Puig, Joan Manuel
Arguedas, Marta
Calvet Liñán, Laura
author_role author
author2 Marquès Puig, Joan Manuel
Arguedas, Marta
Calvet Liñán, Laura
author2_role author
author
author
dc.contributor.none.fl_str_mv Universitat Oberta de Catalunya. Estudis d'Informàtica, Multimèdia i Telecomunicació
University of Aegean
dc.subject.none.fl_str_mv 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)
topic 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)
description 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.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/book
info:eu-repo/semantics/publishedVersion
format book
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/146681
http://doi.org/10.1007/s12528-022-09310-9
url http://hdl.handle.net/10609/146681
http://doi.org/10.1007/s12528-022-09310-9
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Computing in Higher Education, 2022
https://doi.org/10.1007/s12528-022-09310-9
dc.rights.none.fl_str_mv CC BY 4.0
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC BY 4.0
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Journal of Computing in Higher Education
publisher.none.fl_str_mv Journal of Computing in Higher Education
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869411354328170496
score 15.301603

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