| dc.description.abstract | As Information technology continues to advance, Computer Science education is increasingly important. However, programming novices were still plagued by the high failure rate of conventional teaching methods. This paper has designed a class model that combines SPOCs with a re-designed Flipped classroom module containing knowledge construction and regulated learning. Moreover, by using a web-based interactive development environment and a Learning management system to collect students’ coding log, video watching log and peer review results, this study shows students’ learning process in Learning Analytics Dashboard (LAD), helping students and teachers evaluate and improve their learning.
In this study, 31 graduate students from a national university in northern Taiwan participated in the experiment for 18 weeks. The research tools in this study contain Python ability exam, programming attitude questionnaire, programming self-efficacy questionnaire, self-regulated learning (SRL) questionnaire, learning motivation questionnaire and problem-oriented mission reflection questionnaire. Students review the course content through SPOCs videos and problem-solving tasks before class, collaborative learning through the co-creation of problem-solving projects and peer evaluation in the class, watch the learning analytics dashboard and develop new learning strategies with group members after class.
The results indicate that students’ learning performance, programming attitude, programming self-efficacy, learning motivation and task strategy, self evaluate, and help-seeking skills have been significantly improved. Results of the clustering algorithm show that students with high self-regulated learning score in pre-test check out LAD frequently and have more remarkable growth in learning performance. Students with low programming attitude scores in pre-test often change the video rate and have greater learning performance growth. Sequence analysis also indicates that students with high learning performance usually watch until the end after pausing or adjusting the rate of the video. They also repeatedly check the index of the video. The class design and visual analytics system improve students’ programming learning. Future researchers can confirm the effectiveness of the research design in the massive learning environment. | en_US |