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Applying online externally-facilitated regulated learning and computational thinking to improve students’ learning
Ist Teil von
Universal access in the information society, 2018-11, Vol.17 (4), p.811-820
Ort / Verlag
Berlin/Heidelberg: Springer Berlin Heidelberg
Erscheinungsjahr
2018
Link zum Volltext
Quelle
SpringerLink (Online service)
Beschreibungen/Notizen
This study aims to explore, via quasi-experiments, the effects of online externally-facilitated regulated learning (ERL) and computational thinking (CT) on improving students’ computing skills in a blended learning environment. Four classes in a one-semester course entitled ‘Applied Information Technology: Data Processing’ were the samples for this research. The first class (C1, ERL&CT group) simultaneously received the interventions regarding online ERL and CT, the second class (C2, CT group) received the intervention regarding online CT, and the third class (C3, ERL group) received the intervention regarding online CT, while the last group (C4, control group) received a traditional teaching method, although teaching was also conducted in a blended computing class. Students in ERL&CT group and CT group came from the Department of Finance, while the ERL group and control group came from the Department of Law at a comprehensive university. According to the posttest analysis, the results indicate that students who received the intervention of online ERL had statistically better development of computing skills for using Excel by semester-end than those without. In addition, this study also reveals that the application of online CT alone could be helpful in students’ development of computing skills. Furthermore, the results indicate that students’ computing skills could be improved under the condition of simultaneously applying ERL and CT. Based on the findings of this study, the authors present implications for online teachers and educators, particularly for those teaching computing courses.