Öğrencilerin Covid-19 Pandemisi Sürecinde Programlama Öğrenme Deneyimleri

Year 2022, Volume: 6 Issue: 1, 17 - 28, 31.12.2022

Erkan Er , Gamze Sökücü

Abstract

Küresel COVID-19 salgını nedeniyle yükseköğretim kurumlarında uzaktan eğitime ani bir geçiş yaşanmıştır. Eğitim ve öğretim faaliyetlerinin devam edebilmesi için zaruri olan bu hazırlıksız geçişin öğrenciler üzerinde bazı olumsuz etkileri olmuştur. Öğrencilerin öğrenme süreçlerinin olumsuz etkilendiği derslerden biri de programlama dersleri olmuştur. COVID-19 acil durum uzaktan eğitim sürecini inceleyen birçok araştırma gerçekleştirilmiştir. Ancak, pandeminin programlama derslerine olan etkileri neredeyse hiç araştırılmamıştır. Bu nitel araştırma çalışması, alanyazındaki bu boşluğu dikkate alarak lisans öğrencilerinin üç teknik derste programlama öğrenme deneyimlerini incelemiştir. Çevrimiçi bir anket uygulanarak öğrencilerin derslerin güçlü ve zayıf yönlerine ek olarak potansiyel iyileştirmeler konusunda görüşleri elde edilmiştir. Açık uçlu sorulara verilen yanıtlardan elde edilen veriler, Temellendirilmiş Teori kullanılarak analiz edilmiştir. Analiz sonucunda, üç ana kategori altında (öğrenmeyi destekleyen ders özellikleri, öğrenmeyi aksatan ders özellikleri ve dersler için olası iyileştirmeler) çeşitli temalar belirlenmiştir. Elde edilen bulgular, esnek öğrenci merkezli öğretimin ve öğrencilerin sıklıkla pratik yapasına fırsat veren uygulamalı programlama aktivitelerinin önemini vurgulamaktadır. Özellikle, pandemi sebebiyle ciddi bir dönüşüm geçiren eğitim ortamları dikkate alındığında, adaptasyon problemi yaşayan öğrenciler başta olmak üzere tüm öğrenciler ile hoşgörüye dayalı ve yapıcı yaklaşım temelli ilişkilerin kurulmasının önemi ortaya çıkmıştır. Sonuç olarak, nispeten hızlı bir tempoda ve yoğun bir iş yükünde dahi, sistematik bir ders tasarımının, çevrimiçi öğrenmede fark yaratabilmektedir. Bu noktada, ders tasarımının etkililiğinde öğrenci merkezli öğretim, yapılandırmacı öğretim felsefesi ve öğretmenler ve öğrenciler arasındaki sıkı bağ önemli rol oynamaktadır.

Keywords

programlama eğitimı, covid-19, bilgisayar bilimleri eğitimi, hibrit öğrenme

Listening to Students’ Voices: Learning Programming in the Covid-19 Pandemic

Abstract

With the global COVID-19 outbreak, the higher education institutions have experienced an abrupt transition to remote education. Although this emergency transition was mandatory for the continuation of the academic activities, it has resulted in some negative effects on students. The programming courses have been one of those where students’ learning experiences were considerably harmed. Although many studies investigated the effects of COVID-19 emergency remote teaching, there has been little or no focus on programming courses. Attending this gap, this qualitative research study examined students’ experiences of learning programming in three undergraduate-level technical courses. An online survey was administered to obtain students’ responses to three open-ended questions about the things they liked, disliked, and recommend changing in the courses taken. The data were analysed and coded using Grounded Theory, which yielded several themes under three main categories: course characteristics enhancing student learning, course characteristics hindering student learning, and the potential improvements. The results highlight the importance of flexible student-centred instruction and frequent opportunities for hands-on practice in in hybrid teaching of programming courses during the pandemic. Moreover, the results indicate that it is important for teachers to establish relations based on tolerance and constructive approach with all students, especially those who have adaptation problems, when teaching during the pandemic. An important implication of the findings is that even with a relatively fast pace and a heavy workload, a systematic course design makes a difference in online learning when supported with a student-centred instruction informed by constructive teaching philosophy and rapport between teachers and students.

Keywords

programming education, computing education, hybrid learning, covid-19

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