Collaborative Programming Based on Social Shared Regulation: An Approach to Improving Students' Programming Achievements and Group Metacognition

Autor/inn/en	Liu, Cheng-Ye; Li, Wei; Huang, Ji-Yi; Lei, Lu-Yuan; Zhang, Pei-Rou
Titel	Collaborative Programming Based on Social Shared Regulation: An Approach to Improving Students' Programming Achievements and Group Metacognition
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1714-1731 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Cheng-Ye) ORCID (Li, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12828
Schlagwörter	Cooperative Learning; Programming; Academic Achievement; Metacognition; Junior High School Students; Cognitive Processes; Difficulty Level; Grade 8 + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Programmierung; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially shared regulation in collaborative programming learning in order to enhance students' programming achievements and group metacognition. Methods: A quasi-experimental study was conducted in a junior high school over a 10-week period to investigate the impact of the proposed approach on programming achievements, group metacognition, and cognitive load. Forty eighth-grade students participated in the study, with the experimental group learning via the proposed approach, while the control group used the conventional collaborative programming learning approach. Results and Conclusions: The analysis included data from 38 participants. The experimental results showed that the programming achievements and group metacognition of the experimental group were significantly better than those of the control group. Additionally, the proposed approach did not increase the cognitive load of the students. Implications: This study has important implications for teachers, learners, and researchers in collaborative programming and social regulation. Our proposed collaborative programming learning approach enhances learners' social regulation and performance, providing teachers with an effective tool for improving collaborative programming learning. This study also extends the field of socially shared regulation of learning (SSRL), demonstrating its potential to improve the effectiveness of collaborative programming learning and highlighting the need for future research to explore the mechanisms of SSRL in this context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01