A Survey on Online Learning Preferences for Computer Science and Programming

2019 ◽  
Author(s):  
Javier Escobar-Avila ◽  
Deborah Venuti ◽  
Massimiliano Di Penta ◽  
Sonia Haiduc
Keyword(s):  
Online Learning ◽  
Computer Science ◽  
Learning Preferences

The New Normal

2021 ◽  
pp. 88-120
Author(s):  
Simona Laurian-Fitzgerald ◽  
Carlton J. Fitzgerald ◽  
Carmen Alina Popa ◽  
Laura Bochis
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Adult Students ◽  
Learning Preferences ◽  
Collaborative Relationships ◽  
Student Centered ◽  
New Normal ◽  
Task Oriented ◽  
Successful Students ◽  
Learn Task

Adult learners are different from younger learners. Many have taken Knowles' ideas to work with adult learners as if they all are the same. Knowles described adult learners as more self-directed, willing to be responsible for what they do, unwilling to have teachers impose arbitrary information on them, ready to learn, task oriented, and experienced. Prather adds many adults have more immediate goals for their lives and careers. Kenner and Weinerman find adults want more collaborative relationships with professors. Adult students are unique and come to classes from a variety of backgrounds and circumstances, with different needs, wants, and learning preferences. Many students are prepared for college, while others are petrified. In this chapter, the authors argue that instructors should understand their students in order to help them be successful. Students are not alternative students; they are normal, intelligent people who can and will learn. Thus, the goal should be student-centered online learning.

scholarly journals Towards a motivational design? Connecting gamification user types and online learning activities

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Klaudia Bovermann ◽  
Theo J. Bastiaens
Keyword(s):  
Online Learning ◽  
Systematic Approach ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Learning Activities ◽  
Educational Science ◽  
Sectional Study ◽  
Learning Behavior ◽  
Cross Sectional ◽  
Motivational Design

AbstractMotivation is a crucial factor for students’ learning behavior and plays a key role in the concept of gamification to foster students’ motivation through specific gamification mechanics and elements. User types for gamification and associated gamification mechanics can classify students’ interests and learning preferences and provide explanations for their motivational learning behavior. This study investigated how five gamification user types may relate to six mainly used online learning activities in a distance online bachelor’s and master’s class in educational science through the use of a systematic approach. A total of 86 students participated in the questionnaire in a cross-sectional study. The findings showed average agreement shares for all five gamification user types. The correlations revealed that the six online learning activities were at least significantly connected to one of the five gamification user types, and both person-centered and environment-centered perspectives were displayed. Finally, the results were discussed, and implications were derived for a motivational design.

scholarly journals OBE: Perception of Computer Science Learners and Teachers in online learning during COVID-19

2021 ◽  
pp. 172105
Author(s):  
Basetty Mallikarjuna ◽  
Munish Sabharwal ◽  
Pardeep Kumar ◽  
Niranjanamurthy M
Keyword(s):  
Online Learning ◽  
Computer Science

scholarly journals The Effects of Temper Traits and Study Method (Full-Time vs. Extramural) on Polish Students’ Adaptability to Online Learning as a Result of COVID-19. A Pilot Study

2021 ◽  
Vol 13 (24) ◽  
pp. 14017
Author(s):  
Magdalena Anna Jaworek
Keyword(s):  
College Students ◽  
Online Learning ◽  
Pilot Study ◽  
Online Education ◽  
Positive Attitude ◽  
Learning Preferences ◽  
Group Differences ◽  
Full Time

COVID-19 has forced students to readjust to online learning. The current study aimed to investigate attitudes of Polish students towards online education, relationships between learning preferences and temper traits, and differences in learning preferences among extramural and full-time students. The study recruited 185 college students between May and June 2021. The findings indicated between group differences in learning preferences, with extramural students preferring online education slightly more than full-time students. Two temper traits, briskness and activity, appeared to be significant predictors of positive attitude towards online learning. However, as this was a pilot study, further investigations are recommended.

Anytime/Anywhere Online Learning

2010 ◽  
pp. 115-123 ◽  
Author(s):  
Terry A. Morris
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Online Courses ◽  
Learning Preferences ◽  
Future Research ◽  
Distance Learners ◽  
Institutional Barriers ◽  
Accessibility Barriers ◽  
Barriers And Challenges

Even with the convenience of anytime/anywhere online learning, adult learners still encounter barriers and challenges. This chapter explores the growth of online education in higher education and the participation of adult learners. The chapter introduces K. Patricia Cross’ research about the situational, dispositional, and institutional barriers faced by adult learners in the 1980s. The relevancy of these barriers to today’s adult distance learners is examined. Characteristics of adult learners are discussed. New barriers for learners introduced by online education are explored, including social interaction barriers, technology barriers, student-support barriers, pedagogy barriers, and accessibility barriers. Suggestions for removing and/or reducing these barriers are discussed, including providing technical support services, offering online orientations, pre-assessing student readiness, providing professional development opportunities for faculty which model andragogy and online course methodology, and designing online courses to support learning preferences of adult learners. Recommendations are made for future research.

Student Engagement Practices for Computer Science Students in Online Learning Environments

2018 ◽  
pp. 83-99
Author(s):  
Stephanos Mavromoustakos ◽  
Areeba Kamal
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Computer Science ◽  
Learning Environments ◽  
Interaction Design ◽  
Learning Experience ◽  
Science Students ◽  
Science Student ◽  
Online Platforms ◽  
New Learning

Online learning has many challenges, and student engagement is one of them. Computer science students differ from most other disciplines. As a consequence, students typically find it easier to adapt to the new learning environment, but at the same time, they are more demanding on the tools and services offered to enhance their learning experience and engagement. This chapter discusses the various student engagement practices used today and their applicability to computer science students in online learning. The investigation will refer to case studies published and their relation to the concepts presented in this chapter. Computer science student engagement in online platforms is directly associated with positive learning experience from the content and context to interface to the interaction design a course embodies. Finally, a framework of best practices for student engagement for computer science students will be provided.

scholarly journals A Study on the Design and Application of Fictional Storytelling in Online Learning of Computer Security

2021 ◽  
Vol 11 (13) ◽  
pp. 6185
Author(s):  
Joan Arnedo-Moreno ◽  
Victor Garcia-Font
Keyword(s):  
Online Learning ◽  
Computer Security ◽  
Computer Science ◽  
Student Motivation ◽  
Sound Design ◽  
Qualitative Information ◽  
Educational Approach ◽  
The Core ◽  
Core Concepts ◽  
Digital Book

Computer security is an important part of the computer science (CS) curriculum in all kinds of universities. Although the educational approach tends to be highly technical and practical, it cannot be avoided that some understanding and memorizing of the core concepts is necessary beforehand. One method that has been found to work in favor of human psychology, and of special interest in the case of online learning, where student motivation is at a higher stake, would be to present such content as memorable and relatable situations to the reader, using some form of fictional storytelling. However, this approach must always serve its educational purpose first, following a set of sound design principles. This paper presents a study including 111 participants to evaluate the convenience of using a digital book called the “novelette”, which relies on storytelling, to teach computer security concepts in the CS degree of Universitat Oberta de Catalunya (UOC), a 100% online university. The study involved two questionnaires to gather quantitative and qualitative information about the format, content and students’ perception. This study shows that the validity and usefulness of this approach is on par with traditional ones, but also has a higher impact on student motivation and self-perception of the acquired knowledge.

scholarly journals STUDENT SATISFACTION WITH ASYNCHRONOUS LEARNING

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Charles Dziuban ◽  
Patsy Moskal ◽  
Jay Brophy ◽  
Peter Shea
Keyword(s):  
Online Learning ◽  
Pilot Study ◽  
Student Satisfaction ◽  
Student Learning ◽  
Learning Preferences ◽  
Media Culture ◽  
Mobile Technologies ◽  
Asynchronous Learning ◽  
Digital Generation ◽  
The Media

The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital generation. They describe a pilot study to identify the underlying dimensions of student satisfaction with online learning and present examples of techniques for engaging students in classes that respond to their uses of technology.

scholarly journals Online learning readiness of the Science, Technology, and Engineering (STE) Program students of Sta. Cruz National High School during COVID-19 pandemic

2021 ◽  
Vol 2 (2) ◽  
pp. 9-18
Author(s):  
Ronald A. Diaz
Keyword(s):  
High School ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Preferences ◽  
Technology Skills ◽  
Learning Readiness ◽  
Science Technology ◽  
Self Study ◽  
Online Readiness ◽  
Online Learning Readiness

The global health crisis created by COVID-19 has posed significant obstacles to the educational system, prompting a change from face-to-face classes to distance learning. In the middle of this global pandemic, different schools worlwide have used online learning as one of the distance learning modalities. This action research aimed to determine the online learning readiness of the Science, Technology, and Engineering (STE) Program students of Sta. Cruz National High School.   A survey was used to determine the demographic profile and the online learning readiness level of these students in terms of expectations, self-direction, learning preferences, self-study habits, technology skills, hardware/software capabilities, and family support. This research utilized a quantitative descriptive research design. The results of this study shows that most of the STE students of this school have high level of online readiness in terms of expectations, self-direction, learning preferences, self-study habits, and technology skills. However, most of them only have an average level of online readiness in terms of hardware/software capabilities. Moreover, these students believed that their parents and family members are willing to support their needs that are essential for their active engagement in online learning.  The findings of this research shall serve as basis for crafting policies, programs and projects to provide support in terms resources both physical and financial for the successful implementation of the online distance learning of students under the STE Program.

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