Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

Gamze Türkmen; Sinan Hopcan; Elif Polat

doi:10.53850/joltida.1391039

EN

Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

Abstract

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.

Keywords

Programming education, metacognition, metacognitive strategies, flipped classroom, programming instruction

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Details

Primary Language

English

Subjects

Information Systems Education

Journal Section

Research Article

Authors

Gamze Türkmen
0000-0002-4695-9159
Türkiye

Sinan Hopcan ^*
0000-0001-8911-3463
Türkiye

Elif Polat
0000-0002-6086-9002
Türkiye

Publication Date

July 10, 2024

Submission Date

November 15, 2023

Acceptance Date

April 26, 2024

Published in Issue

Year 2024 Volume: 9 Number: 2

DOI

https://doi.org/10.53850/joltida.1391039

IZ

https://izlik.org/JA69RR45WA

APA

Türkmen, G., Hopcan, S., & Polat, E. (2024). Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course. Journal of Learning and Teaching in Digital Age, 9(2), 111-128. https://doi.org/10.53850/joltida.1391039

AMA

1.Türkmen G, Hopcan S, Polat E. Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course. JOLTIDA. 2024;9(2):111-128. doi:10.53850/joltida.1391039

Chicago

Türkmen, Gamze, Sinan Hopcan, and Elif Polat. 2024. “Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course”. Journal of Learning and Teaching in Digital Age 9 (2): 111-28. https://doi.org/10.53850/joltida.1391039.

EndNote

Türkmen G, Hopcan S, Polat E (July 1, 2024) Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course. Journal of Learning and Teaching in Digital Age 9 2 111–128.

IEEE

[1]G. Türkmen, S. Hopcan, and E. Polat, “Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course”, JOLTIDA, vol. 9, no. 2, pp. 111–128, July 2024, doi: 10.53850/joltida.1391039.

ISNAD

Türkmen, Gamze - Hopcan, Sinan - Polat, Elif. “Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course”. Journal of Learning and Teaching in Digital Age 9/2 (July 1, 2024): 111-128. https://doi.org/10.53850/joltida.1391039.

JAMA

1.Türkmen G, Hopcan S, Polat E. Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course. JOLTIDA. 2024;9:111–128.

MLA

Türkmen, Gamze, et al. “Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course”. Journal of Learning and Teaching in Digital Age, vol. 9, no. 2, July 2024, pp. 111-28, doi:10.53850/joltida.1391039.

Vancouver

1.Gamze Türkmen, Sinan Hopcan, Elif Polat. Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course. JOLTIDA. 2024 Jul. 1;9(2):111-28. doi:10.53850/joltida.1391039

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350

Abstract

Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

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