Interactions between Self-Regulated Learning and Assessment for Learning in an Undergraduate Introductory Computer Science Course

Autor/in	Chen, Peggy P.
Titel	Interactions between Self-Regulated Learning and Assessment for Learning in an Undergraduate Introductory Computer Science Course
Quelle	In: New Directions for Teaching and Learning, (2023) 174, S.49-56 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20548
Schlagwörter	Introductory Courses; Computer Science Education; Computer Literacy; Thinking Skills; Metacognition; Teaching Methods; Undergraduate Students; Educational Principles; Course Descriptions; Programming; Student Evaluation + Suchen Sie Ihr Suchwort? Einführungskurs; Computer science lessons; Informatikunterricht; Computerkenntnisse; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Kursstrukturplan; Programmierung; Schulnote; Studentische Bewertung
Abstract	Many introductory computer science (CS) courses are intended to address the increased demand for computer literacy and the development of cross-cutting concepts and practices of computational thinking (CT). Colleges and universities offer introductory CS courses every semester toward this end. The issue is centered on how to support CT learning in a large introductory CS course. To do it, an introductory CS course was designed to enrich CT by embedding short episodes of assessments to facilitate learning (AfL) and to support students' self-regulated learning (SRL). This chapter begins by articulating the intricacies of the underlying processes of SRL, principles of AfL, and computational thinking practices in CS. Using the undergraduate introductory CS course referred to above, key practices of SRL and AfL will be illustrated to demonstrate how student learning of CS programming is structured with various online and offline supports. The chapter then concludes by appraising aspects of this CS course with practical suggestions for supporting student SRL and their learning of CS programming. (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