探討合作式程式設計對程式學習之影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：17

、訪客IP：3.143.5.161

姓名

黃致華(Jhih-Hua Huang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討合作式程式設計對程式學習之影響
(The influence of collaborative programming to learning)

相關論文

★ 同步表演機器人之建構與成效評估	★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境	★ Facilitating EFL speaking and writing with peer-tutoring and storytelling strategies in authentic learning context
★ An investigation into CKEL-supported EFL learning with TPR to reveal the importance of pronunciation and interactive sentence making	★ Investigation of Facilitating Physics Learning using Ubiquitous-Physics APP with Learning Map and Discussion Board in Authentic Contexts
★ 智慧互動SmartVpen在真實情境對於英文學習之影響	★ 利用合作虛擬化的網絡設計輔助計算機網路學習
★ 探討擴展合作式多媒體認知理論和其對EFL聽力與口語能力之影響 - 結合動覺辨識和學習者設計內容之猜謎遊戲	★ 在真實情境中利用智慧機制提升國小學生之外語口說及對話能力之評估
★ 探討在真實情境下教師回饋對學習認知與學習持續性之影響	★ 註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養
★ Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps	★ 探討個人化、情境化及社會化的智慧機制輔助真實情境國小幾何學習與其對學習成效之影響
★ Investigation of smart mechanisms for authentic contextual learning with sensor and recognition technologies	★ 探討智慧回饋如何影響學習時眼動和觸控操作的表現-以 Covid-19 快篩模擬為例

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

隨著Web Based應用的普及，服務涵蓋的範圍越來越廣，因此為眾多程式設計學習者設計一個可以合作進行程式設計的環境是重要的，為此本研究建置了Web Based Programming Assisted System for Collaboration(簡稱WPASC)系統，想探討合作式的程式設計活動對於學習者們的影響，在WPASC系統中設計了合作式程式設計的練習活動，透過系統中所提供的線上程式設計、程式觀看與分享、程式除錯與改進功能，來促進合作式程式設計，並記錄學習者們程式設計過程中的行為，並依照這些行為進行分析歸類，整理出具有不同特色的合作式程式設計學習型態，再對學習者們在每次活動中所呈現的學習型態進行個別的探討，找出形成之原因和其中有趣的現象，最後藉由開放式問卷進行驗證，希望作為之後合作式程式設計相關研究的參考。

摘要(英)

With the popularity and wide coverage of Web Based applications, designing a collaborative programming environment for the user is important. The purpose of this study is to build a Web Based Programming Assisted System for Collaboration (WPASC), and explore the influence of collaborative programming to learning. We design some collaborative programming activities to stimulate their collaborative interest and motivation in the system. By using the functions of online coding, program reviewing and sharing, peer debugging provided by the WPASC system, learners can promote their collaborative programming. We record the behavior of the student’s programming process. After the experiments, we analyze the data we collected and investigate student’s different collaborative programming learning styles. Moreover, we try to study the causes of the classification and some interesting phenomenon by analyzing the learning behavior that learners presented in each activity individually. We give questionnaire result to support our classification. Finally conclusion and suggestion are given.

關鍵字(中)

★ 學習型態
★ 合作式程式設計
★ 合作除錯

關鍵字(英)

★ Collaborative Programming
★ Learning Style
★ Collaborative Debugging

論文目次

中文摘要 ......................................................... II
Abstract ......................................................... III
目錄 ............................................................ IV
圖目錄 ......................................................... VI
表目錄 ....................................................... VIII
第1章緒論 ........................................................ 1
1.1 研究動機與背景 ............................................ 1
1.2 研究目的 .................................................. 2
1.3 研究問題 .................................................. 3
1.4 研究限制 .................................................. 3
第2章文獻探討 .................................................... 4
2.1 Web Based程式設計學習 ..................................... 4
2.2 合作式學習和程式設計 ...................................... 7
2.3 合作學習與程式設計型態 .................................... 8
第3章系統設計 ................................................... 10
3.1 系統架構 ................................................. 10
3.2 程式設計練習活動 ......................................... 12
3.2.1 線上程式設計(Online Coding) ......................... 12
3.2.2 程式觀看(Reviewing)與分享(Sharing) .................. 14
3.2.2 程式除錯(Debugging)與改進 .......................... 15
3.3 實作範例 ................................................. 18
3.3.1 觀看尋求幫助 ....................................... 18
3.3.2 接受同儕主動回覆幫助 ............................... 19
3.3.3 主動回覆幫助同儕 ................................... 21
3.3.4 程式接力 ........................................... 22
第4章研究方法 ................................................... 24
4.1 分類流程與規則 ........................................... 24
4.2 研究步驟 ................................................. 27
4.3 研究對象 ................................................. 28
4.4 研究工具 ................................................. 28
4.4.1 合作式程式設計練習活動 ............................. 29
4.4.2 開放式問卷調查 ..................................... 33
第5章結果分析與討論 ............................................. 34
5.1 基本資料描述 ............................................. 34
5.2 學習型態分析 ............................................. 34
5.2.1 “00” 未獲得幫助未獲得幫助 ........................ 37
5.2.2 “01” 未獲得幫助獲得幫助 .......................... 39
5.2.3 “10” 獲得幫助未獲得幫助 .......................... 40
5.2.4 “11” 獲得幫助獲得幫助 ............................ 42
5.3 學習型態分類總覽 ......................................... 45
5.4 個別探討 ................................................. 46
5.5 研究結果 ..................................................61
第6章結論與建議.................................................. 64
6.1 結論 ..................................................... 64
6.2 研究貢獻 ................................................. 64
6.3 未來工作與建議 ........................................... 65
參考文獻 ......................................................... 67

參考文獻

中文部份
張瓊瑩，1993年，從成人參與學習理論觀點兼述隔空教學的涵義，
教學科技與媒體，第九期，頁23-30。
英文部份
Affleck, G., Smith, T. (1999). Identifying a need for web-based course support.
In:Proceedings of Conference of the Australasian Society for Computers in Learning in Tertiary Education, Brisbane, Australia, Online.
Ben-Ari, M. (2001). Constructivism in computer science education.
Journal of Computers in Mathematics and Science Teaching 20 (1), 45–73.
Bouton, C., Garth, R. Y. (1983). Learning in groups.
New directins in teaching and learning (No. 14). San Francisco: Jossey-Bass.
Brenda, C., Andy, K., Andrew, L., & Wee-Chong, O. (2003). On automated grading
of programming assignments in an academic institution.
Computer & Education, 41(2), 121-131.
Butz, C.J., Hua, S., Maguire, R.B. (2004). A Web-based Intelligent Tutoring System
for Computer Programming.
Proceedings of the IEEE/WIC/ACM Conference on Web Intelligence, 159-165.
C. Bravo., M. J. Marcelino, A. Gomes, M. Esteves, A. J. Mendes. (2005).
Integrating Educational Tools for Collaborative Computer Programming Learning
Journal of Universal Computer Science, Vol. 11, No. 9, pp. 1505-1517,
D. Tapscott (1997). Growing up Digital: The Rise of the Net Generation.
McGraw-Hill.
Felder, Richard M. (1996). Matters of Style.
ASEE Prism,6 (4).
H. Shen, C. Sun. (2000). RECIPE: a prototype for Internet-based real-time
collaborative programming.
In Proceedings of the 2nd International Workshop on Collaborative Editing Systems in conjunction with ACM CSCW Conference, Philadelphia, Pennsylvania, USA.
Hwang, W.Y., Wang, C.Y. (2004). A study on learning time pattern in asynchronous
learning environments.
Journal of Computer Assisted Learning 20 (4),292–304.
Jackson, D. (1996). A software system for grading student computer programs.
Computers & Education, 27(3), 171-180.
J. Djordjevic, B. Nikolic, and A. Milenkovic. (2005) Flexible web-based educational
system for teaching computer architecture and organization.
IEEE Trans. Educ., vol. 48, no. 2, pp. 264–273.
Jonassen, D.H. (1991). Objectivism vs. constructivism: Do we need a new
philosophical paradigm?
Educational Technology Research & Development, 39(3), 5-14.
J.T. Nosek. (1998). The Case for Collaborative Programming.
In Communications of the ACM, 41 (3), 105-108
Kersten M., Murphy G. (1999). Atlas: A case study in building a web-based learning
environment using aspect-oriented programming.
In: OOPSLA’99: Proceedings of the Conference on Object-Oriented
Programming, Systems, Languages and Applications.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and
Development.
Prentice Hall, England.
L.A. Williams, R.R. Kessler. (2000). All I really need to know about pair
programming learned in kindergarten.
In Communications of the ACM, 43 (5), 108-114
Lewis, S.F., Watkins, M. (2001, 22nd January). Using Java tools to teach Java, the
integration of Bluej and CourseMaster for delivery over the Internet.
Paper presented at the 5th Java in the Computing Curriculum Conference (JICC 5), South Bank University, UK.
Lieberman, H. (1986). An example based environment for beginning programmers.
Journal of Instructional Science 14 (3), 277–292.
McDowell, C., Werner, L., Bullock, H., and Fernald, J. (2002). The Effect of Pair
Programming on Performance in an Introductory Programming Course.
ACM Special Interest Group of Computer Science Educators, Kentucky.
Mosconi M, Ottelli M. D. and Porta, M. (2003): Alligator, a Web-based Distributed
Visual Programming Environment.
The 12th International World Wide Web Conference Budapest, Hungary, 20-24.
Nghi Truong, Peter Bancroft, Paul Roe (2003). A web based environment for
Learning to program.
In: ACM International Conference Proceeding, Series Vol. 35, pp. 255–264.
Pat Byrne, Gerry Lyons. (2001). The Effect of Student Attributes on Success in
Programming.
Proceedings of ITiCSE 2001, pp 49-52.
Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects
on achievement, attitudes, and ethnic relations.
Review of Education Research, 50(2), 241-271.
Sitthiworachart, J. & Joy, M. (2004). Effective peer assessment for learning computer
programming.
Proceedings of the 9th annual SIGCSE conference, Innovation and technology
in computer science education, 122-126.
Slavin, R. E. (1989). Research on cooperative learning: Consensus and controversy.
Educational Leadership, 47(4), 52-54.
Slavin, R. E. (1995). Cooperative Learning：Theory, Research, and practice.
Boston：Allyn and Bacon.
Smith, K.A. (1995). Cooperative learning: effective teamwork for engineering
classrooms.
In: Proceedings of the ASEE/IEEE FIE 95 Conference.
Thomas, L.A., M.B. Ratcliffe, J. Woodbury and E. Jarman. (2002). Learning Styles
and Performance in the Introductory Programming Sequence.
Proceedings of SIGCSE 2002, ACM Press.
Toshiyuki Kamada, Susumu Kanemune (2006). Toward the Web-based Dolittle
Programming Environment with High Usability.
Proceedings of the International Workshop on Information Science Education
and Programming Languages, Korea University and University of Tsukuba, pp. 7-12.

指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2011-1-24

推文