焦点小组
代理(哲学)
编码(社会科学)
数学教育
定性研究
计算机科学
在线学习
计算机程序设计
心理学
教育学
多媒体
社会学
人类学
社会科学
操作系统
作者
Reem Alebaikan,Hayat Alajlan,Ahmad Almassaad,Norah Alshamri,Yvonne Bain
摘要
This small-scale qualitative study aimed to explore learning programming through online experiences among middle school students in a school for girls in Saudi Arabia. The low uptake of computing by girls has been a persistent problem in schools and beyond. In Saudi Arabia, there are similar issues in encouraging learners and girls in particular to be interested in computer coding. To explore how to engage learners in coding, an informal online course on programming for learners (age 12) was designed using a community-of-inquiry approach and a gamification process enabled through the use of Thunkable™ and TalentLMS™ to engage learners. An inductive qualitative research approach was used to explore influencing factors for engaging learners in programming. The data comprised three individual interviews, one focus group, a teacher's diary, and a content analysis of the activities recorded in the TalentLMS™ system's student progress reports. Findings highlighted the need to consider digital learning agency in the online learning environment and that learning programming online was best facilitated through student collaboration using live tools with teacher support to develop the online community. Further, findings revealed the rationale for the girls enrolling in the online programming course, which included improving their online learning skills, planning future careers, and developing résumés. These findings may contribute to offering some insight into pedagogy that can encourage greater interest in computer programming in schools.
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