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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Daradoumis, Thanasis | - |
dc.contributor.author | Marquès Puig, Joan Manuel | - |
dc.contributor.author | Arguedas, Marta | - |
dc.contributor.author | Calvet Liñán, Laura | - |
dc.contributor.other | Universitat Oberta de Catalunya. Estudis d'Informàtica, Multimèdia i Telecomunicació | - |
dc.contributor.other | University of Aegean | - |
dc.date.accessioned | 2022-08-17T07:05:16Z | - |
dc.date.available | 2022-08-17T07:05:16Z | - |
dc.date.issued | 2022-04-07 | - |
dc.identifier.citation | Daradoumis, A., Marquès, J., Arguedas, M. & Calvet-Liñan, L. (2022). Enhancing students' beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment. Journal of Computing in Higher Education, 1-31. doi: 10.1007/s12528-022-09310-9 | - |
dc.identifier.issn | 1042-1726MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/146681 | - |
dc.description.abstract | Several studies have explored the factors that influence self-efficacy as well as its contribution to academic development in online learning environments in recent years. However, little research has investigated the effect of a web-based learning environment on enhancing students’ beliefs about self-efficacy for learning. This is especially noticeable in the field of online distributed programming. We need to design online learning environments for programming education that foster both students’ self-efficacy for programming learning and the added value that students perceive of the tool as a successful learning environment. To that end, we conducted a quantitative analysis to collect and analyze data of students using an online Distributed Systems Laboratory (DSLab) in an authentic, long-term online educational experience. The results indicate that (1) our distributed programming learning tool provides an environment that increases students’ belief of programming self-efficacy; (2) the students’ experience with the tool strengthens their belief in the intrinsic value of the tool; however (3) the relationship between students’ belief in the tool intrinsic value and their self-efficacy is inconclusive. This study provides relevant implications for online distributed (or general) programming course teachers who seek to increase students’ engagement, learning and performance in this field. | en |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | ca |
dc.publisher | Journal of Computing in Higher Education | ca |
dc.relation.ispartof | Journal of Computing in Higher Education, 2022 | - |
dc.relation.uri | https://doi.org/10.1007/s12528-022-09310-9 | - |
dc.rights | CC BY 4.0 | - |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | online distributed programming learning | en |
dc.subject | programming self-efficacy | en |
dc.subject | intrinsic value | en |
dc.subject | aprenentatge de programació distribuïda en línia | ca |
dc.subject | programació d'autoeficàcia | ca |
dc.subject | valor intrínsec | ca |
dc.subject | aprendizaje de programación distribuida en línea | es |
dc.subject | programación de autoeficacia | es |
dc.subject | valor intrínseco | es |
dc.subject.lcsh | computer programming | en |
dc.title | Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment | ca |
dc.type | info:eu-repo/semantics/book | ca |
dc.subject.lemac | programació (Ordinadors) | ca |
dc.subject.lcshes | programación (Computadoras) | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | http://doi.org/10.1007/s12528-022-09310-9 | - |
dc.gir.id | AR/0000009668 | - |
dc.type.version | info:eu-repo/semantics/publishedVersion | - |
Aparece en las colecciones: | Articles cientÍfics Articles |
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s12528-022-09310-9.pdf | 1,68 MB | Adobe PDF | Visualizar/Abrir |
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