A Case Study Investigating Programming Students' Peer Review of Codes and Their Perceptions of the Online Learning Environment

Autor/inn/en	Sabarinath, Roshni; Quek, Choon Lang Gwendoline
Titel	A Case Study Investigating Programming Students' Peer Review of Codes and Their Perceptions of the Online Learning Environment
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.3553-3575 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sabarinath, Roshni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10111-9
Schlagwörter	Computer Science Education; Programming; Peer Evaluation; Coding; Electronic Learning; Online Courses; Student Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Programmierung; Codierung; Online course; Online-Kurs; Schülerverhalten
Abstract	Programming in schools is no longer a novel subject. It is now quite commonly found in our schools either in formal or informal curriculum. Programmers use creative learning tactics to solve problems and communicate ideas. Learning to program is generally considered challenging. Developing and implementing new methodologies in teaching programming is imperative to overcome the current challenges associated with teaching and learning of programming. This case study aims to contribute to the programming education in schools by investigating how students learn in an online programming while involved in peer review of codes. The study subsequently examines students' perceptions of the pedagogical, social and technical design of the online programming learning environment. When students are involved in providing and receiving feedback and creating their own identity in a programming community, they may be better prepared for learning and applying programming in their undergraduate studies and their future career in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01