Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach

Detalhes bibliográficos
Autor(a) principal: Pedrosa, Daniela
Data de Publicação: 2017
Outros Autores: Cravino, José, Morgado, Leonel, Barreira, Carlos
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10316/108333
https://doi.org/10.1590/0103-6513.225516
Resumo: The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal), in two courses (PM3 and PM4) of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38) at the end of the courses, to identify the students’ strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning.
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spelling Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approachComputer scienceSelf-regulation of learningTeaching and learningThe goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal), in two courses (PM3 and PM4) of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38) at the end of the courses, to identify the students’ strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning.Associacao Brasileira de Engenharia de Producao2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/108333http://hdl.handle.net/10316/108333https://doi.org/10.1590/0103-6513.225516eng0103-6513Pedrosa, DanielaCravino, JoséMorgado, LeonelBarreira, Carlosinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-24T10:46:29Zoai:estudogeral.uc.pt:10316/108333Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:24:38.073804Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
title Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
spellingShingle Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
Pedrosa, Daniela
Computer science
Self-regulation of learning
Teaching and learning
title_short Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
title_full Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
title_fullStr Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
title_full_unstemmed Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
title_sort Self-regulated learning in higher education: strategies adopted by computer programming students when supported by the SimProgramming approach
author Pedrosa, Daniela
author_facet Pedrosa, Daniela
Cravino, José
Morgado, Leonel
Barreira, Carlos
author_role author
author2 Cravino, José
Morgado, Leonel
Barreira, Carlos
author2_role author
author
author
dc.contributor.author.fl_str_mv Pedrosa, Daniela
Cravino, José
Morgado, Leonel
Barreira, Carlos
dc.subject.por.fl_str_mv Computer science
Self-regulation of learning
Teaching and learning
topic Computer science
Self-regulation of learning
Teaching and learning
description The goal of the SimProgramming approach is to help students overcome their learning difficulties in the transition from entry-level to advanced computer programming, developing an appropriate set of learning strategies. We implemented it at the University of Trás-os-Montes e Alto Douro (Portugal), in two courses (PM3 and PM4) of the bachelor programmes in Informatics Engineering and ICT. We conducted semi-structured interviews with students (n=38) at the end of the courses, to identify the students’ strategies for self-regulation of learning in the assignment. We found that students changed some of their strategies from one course edition to the following one and that changes are related to the SimProgramming approach. We believe that changes to the educational approach were appropriate to support the assignment goals. We recommend applying the SimProgramming approach in other educational contexts, to improve educational practices by including techniques to help students in their learning.
publishDate 2017
dc.date.none.fl_str_mv 2017
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10316/108333
http://hdl.handle.net/10316/108333
https://doi.org/10.1590/0103-6513.225516
url http://hdl.handle.net/10316/108333
https://doi.org/10.1590/0103-6513.225516
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0103-6513
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Associacao Brasileira de Engenharia de Producao
publisher.none.fl_str_mv Associacao Brasileira de Engenharia de Producao
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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