Characteristics of the Student-Driven Learning Environment in Computing Education: A Case Study on the Interaction between Educational Design and Study Behavior

As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.

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A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

International Journal of Creative Multimedia ◽

10.33093/ijcm.2020.1.2.2 ◽

2020 ◽

Vol 1 (2) ◽

pp. 18-33

Author(s):

Zarina Che Imbi ◽

Tse-Kian Neo ◽

Mai Neo

Keyword(s):

Higher Education ◽

Learning Environment ◽

Private University ◽

Systematic Evaluation ◽

Digital Learning ◽

Mixed Method Research ◽

Web Based ◽

Web Based Learning ◽

Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

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Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School â€“ A Case Study

International Journal of Computer Science Education in Schools ◽

10.21585/ijcses.v1i2.9 ◽

2017 ◽

Vol 1 (2) ◽

pp. 3 ◽

Cited By ~ 4

Author(s):

Christiane Gresse Von Wangenheim ◽

Nathalia Cruz Alves ◽

Pedro Eurico Rodrigues ◽

Jean Carlo Hauck

Keyword(s):

Instructional Design ◽

Social Studies ◽

21St Century ◽

Multidisciplinary Approach ◽

Design Approach ◽

Instructional Unit ◽

Computing Education ◽

Interest And Motivation

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.

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A Case Study of the Entrepreneurship Education based on the Constructivist Learning Environment

The Journal of Humanities and Social sciences 21 ◽

10.22143/hss21.7.6.41 ◽

2016 ◽

Vol 7 (6) ◽

pp. 701-714

Author(s):

Gyu Bong Lee ◽

Ju Hyun Shin

Keyword(s):

Learning Environment ◽

Entrepreneurship Education ◽

Constructivist Learning ◽

Constructivist Learning Environment

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3D Interactive Learning Environment as a Tool for Knowledge Transfer and Retention

Sustainability ◽

10.3390/su13147916 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7916

Author(s):

Martin Krajčovič ◽

Gabriela Gabajová ◽

Marián Matys ◽

Patrik Grznár ◽

Ľuboslav Dulina ◽

...

Keyword(s):

Knowledge Transfer ◽

Learning Environment ◽

Conventional Method ◽

Teaching Method ◽

Training Design ◽

Interactive Learning Environment ◽

Teaching Process ◽

Interactive Training ◽

Transfer And Retention

The article deals with the design of virtual reality (VR) interactive training as a teaching method and its effect on knowledge transfer and retention of students. The first part presents the methodology of the VR interactive training design. The second part utilizes the created interactive training for a case study to evaluate its effect on the teaching process and to examine the potential of VR interactive training as a sustainable teaching method. The study took place at the Department of Industrial Engineering, Faculty of Mechanical Engineering, University of Žilina. Volunteers were divided into two groups. The first group used VR interactive training as a teaching method, while the second group used the conventional method. Both groups then underwent tests. The main goal was to evaluate the effect of the VR interactive training on the teaching process in comparison to the conventional method while trying to identify the key elements of the VR interactive training design and its influence on knowledge transfer and retention in a sustainable learning environment. At the start of the case study, four hypotheses were formed, questioning the effect of interactive training on knowledge transfer and retention in the long and short term, and its overall influence on the teaching process. Obtained data were then used to evaluate these hypotheses.

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