LISS’nAP: Nesne Yönelimli Programlama için Üç Aşamalı Akran Danışmanlığı İşbirliğine Dayalı Öğrenme Yaklaşımı

Öz

Mevcut programlama paradigmaları arasında, programcıların çoğu tarafından en tanıdık ve en çok kullanılan iki tanesi prosedürel programlama ile nesne yönelimli programlamadır. Öğrencilere programlamanın nasıl yapılacağını öğretmek için, özellikle akademik olan çoğu mevcut müfredatta, nesne yönelimli programlama kavramlarına geçmeden önce, prosedürel programlamanın temellerini öğreterek başlanır. Ne yazık ki, bu geçiş öğrenciler için her zaman “pürüzsüz” değildir. Nesne yönelimli programlama kavramları, yeni programlama moduna uyum sağlamakta güçlük çeken ve bir nesne için düzgün bir nesne yönelimli model bulamayan bazı öğrenciler için sorunlu ve kafa karıştırıcı olarak algılanabilir. Bazı bilim insanları, öğrencilerin problemleri bilinen bir vizyondan nesne yönelimli yeni bir vizyona modellerken, asıl sorunun vizyon geçişinde yattığına inanmakta. Diğer bazı bilim insanları ise, sorunun nesneye yönelik paradigmanın kendisinde değil, onu öğretmek için kullanılan diller ve ortamlar gibi araçlarda olabileceğini iddia etmekte. Bu makalede, nesne yönelimli programlamayı öğrenmek için yeni bir işbirliğine dayalı öğrenme yöntemi önermekteyiz. Bu yöntem, benzer pedagojik yapıya sahip başka derslerde de kullanılabilir.

Anahtar Kelimeler

• Probleme dayalı öğrenme
• işbirlikçi öğrenme
• programlama öğrenimi
• e-öğrenme

LISS’nAP: A Peer-Advising Collaborative Learning Approach for Object-Oriented Programming Learning

Öz

Among the existing programming paradigms, two of them are the most familiar and the most used by the majority of programers: procedural programming and object-oriented programming. To teach students programming, most existing curricula, especially academic ones, begin by teaching the basics of procedural programming, before moving on to introduce the concepts of object-oriented programming. Unfortunately, this transition is not always smooth for students, and the concepts of object-oriented programming can be perceived as problematic and confusing for some students who have trouble adjusting to the new programming mode and fail to find a decent object-oriented model for a given problem. Some scientists believe that the problem lies in the transition of vision when modeling problems from one vision that is familiar to students to a new one that is object-oriented. Some scientists think that the problem lies in the transition itself when modeling problems from a familiar vision to a new object-oriented one. Other scientists claim that the problem may not reside in the object-oriented paradigm itself, but rather in the existing tools available to teach it, such as the languages and the environments. In this article, we propose a new collaborative learning method for learning object-oriented programming, which can be also used to teach any other course that shares a similar pedagogical structure.

Anahtar Kelimeler

• Problem-based learning
• collaborative learning
• programming learning
• e-learning

Kaynakça

1. Assinder, W. (1991). Peer teaching, peer learning: One model. ELT Journal, 45(3), 218-229. https://doi.Org/10.1093/elt/45.3.218 google scholar
2. Barman, C., & Benson, P. (1981). Peer Advising: A Working Model. NACADA Journal, 17, 46-51. https://eric.ed.gov/?id=EJ253991 google scholar
3. Benabbou, F., & Hanoune, M. (2006). EasyAlgo : Un environnement d’apprentissage et d’autoevaluation de l’algorithmique. In admiroutes.asso.fr. http:// admiroutes.asso.fr/larevue/2006/76/Article_Apprentissage.pdf google scholar
4. Bremgartner, V., & de Magalhaes Netto, J. F. (2012). Improving collaborative learning by personalization in Virtual Learning Environments using agents and competency-based ontology. 2012 Frontiers in Education Conference Proceedings, 1-6. https://doi.org/10.1109/FIE.2012.6462345 google scholar
5. Cheung, R. (2006). A web-based learning environment for object-oriented programming. International Journal of Information and Operations Management Education, 1(2), 140. https://doi.org/10.1504/ijiome.2006.009172 google scholar
6. Cypher, A., & Halbert, D. C. (1993). What What I Do: Programming by Demonstration. Cambridge, .... http://regexp.bjoern.org/archives/000121.html Dillenbourg, P. (1999). What do you mean by collaborative learning? chapter 1. Collaborative-Learning : Cognitive and Computational Approaches. google scholar
7. Djelil, F., Albouy-KiBi, B., Albouy-KiBi, A., Sanchez, E., & Lavest, J. M. (2015). Towards a 3D virtual game for learning object-oriented programming fundamentals and C++ language: Theoretical considerations and empirical results. CSEDU 2015 - 7th International Conference on Computer Supported Education, Proceedings, 2, 289-294. https://doi.org/10.5220/0005475802890294 google scholar
8. Donato, R. (1994). Collective Scaffolding in Second Language Learning. In P. lantolf James & A. Gabriela (Eds.), Vygotskian Approaches to Second Language Research. Ablex Publishing Corporation. https://books.google.com/books?hl=en&lr=&id=QbB-CGkx4hwC&oi=fnd&pg=PA33&dq=do nato+1994+scaffolding&ots=FTssNtoMiN&sig=VZxAqXOq0jpPj8gcKWq_cSBRzBw google scholar

9. Ellis, R. (1994). The study of second language acquisition. Oxford University Press. google scholar
10. Esteves, M., & Mendes, A. J. (2004). A simulation tool to help learning of object oriented programming basics. Proceedings - Frontiers in Education Conference, FIE, 2. https://doi.org/10.1109/fie.2004.1408649 google scholar
11. Guibert, N., Girard, P., & Guittet, L. (2006). Performances et usages d’un environnement d’apprentisage de la programmation «base sur exemple». ErgoIA2006. https://www.researchgate.net/publication/241141580 google scholar
12. Hank, S., & Chikh, A. (2013). Towards a collaborative learning scenario adapted to the multiple learner’s intelligence. 2013 3rd International Symposium ISKO-Maghreb. https://doi.org/10.1109/ISKO-Maghreb.2013.6728135 google scholar
13. Henri, F., & Lundgren-Cayrol, K. (1998). Apprentissage collaboratif et nouvelles technologies. In Bureau des technologies d’apprentissage. google scholar
14. Henri, F., & Lundgren-Cayrol, K. (2001). Apprentissage collaboratif a distance. PUQ. google scholar
15. Hu, L., & Xu, H. (2013). Collaborative M-learning based on multi-agent system. Proceedings of 2013 IEEE International Conference on Service Operations and Logistics, and Informatics, 59-62. https://doi.org/10.1109/SOLI.2013.6611382 google scholar
16. Koh, G. C. H., Khoo, H. E., Wong, M. L., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competency: A systematic review. CMAJ, 178(1), 34-41. https://doi.org/10.1503/cmaj.070565 google scholar
17. Kölling, M. (1999a). Teaching object orientation with the blue environment. JOOP - Journal of Object-Oriented Programming, 12(2), 14-23. https://kar. kent.ac.uk/21734/ google scholar
18. Kölling, M. (1999b). The problem of teaching object-oriented programming. Engineering, 11 (9), 6-12. https://kar.kent.ac.Uk/21879/2/the_problem_of_ teaching_object-oriented_kolling_1.pdf google scholar
19. Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486-490. https://doi.org/10.1016/j.sbspro.2011.12.091 google scholar
20. Lafifi, Y., Gouasmi, N., Halimi, K., Herkas, W., Salhi, N., & Ghodbani, A. (2010). Trace-based collaborative learning system. Journal of Computing and Information Technology, 18(3), 207-219. https://doi.org/10.2498/cit.1001410 google scholar
21. Mynard, J., & Carson, L. (2014). Advising in language learning: Dialogue, tools and context. Routledge. https://doi.org/10.4324/9781315833040 google scholar
22. Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. International Journal of Phytoremediation,21(1), 137-172. https://doi.org/10.1076/csed.13.2.137.14200 google scholar
23. Rogalski, J. (1998). Concepts et methodes d’analyse des processus de cooperation dans la gestion collective d’environnements dynamiques. Communications Interactives Dans Les Groupes de Travail, 27-58. google scholar
24. Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003 google scholar
25. Rose, I. R. (2003). Visual modelling with Rational Rose. google scholar
26. Seng, W. Y., Hayati, M., Yatim, M., & Hoe, T. W. (2018). Learning object-oriented programming paradigm via game-based learning game - pilot study. The International Journal of Multimedia & Its Applications (IJMA), 10(6). https://doi.org/10.5121/ijma.2018.10615 google scholar
27. Sims, Z., & Bubinski, R. (2011). Codecademy.(2011). google scholar
28. Stroustrup, B. (1994). The design and evolution of C++. Addison-Wesley. google scholar
29. Swain, Merill. (1995). Three functions of output in second language learning. In Principle and practice in applied linguistics: Studies in honor of H.G. Widdowson (pp. 125-144). Oxford University Press. https://ci.nii.ac.jp/naid/10025500767 google scholar
30. Swain, Merrill, & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4(3), 251-274. https://doi.org/10.1177/136216880000400304 google scholar
31. Tadjer, H., Lafifi, Y., Seridi-Bouchelaghem, H., & Gülseçen, S. (2020). Improving soft skills based on students’ traces in problem-based learning environments. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1753215 google scholar
32. Troussas, C., Virvou, M., & Alepis, E. (2014). Collaborative learning: Group interaction in an intelligent mobile-assisted multiple language learning system. Informatics in Education, 13(2), 279-292. https://doi.org/10.15388/infedu.2014.08 google scholar
33. Villamil, O. S., & De Guerrero, M. C. M. (1996). Peer Revision in the L2 Classroom: Social-Cognitive Activities, Mediating Strategies, and Aspects of Social Behavior. Journal of Second Language Writing, 5(1), 51-75. https://doi.org/10.1016/S1060-3743(96)90015-6 google scholar
34. Wallden, S., & Makinen, E. (2014). Educational data mining and problem-based learning. Informatics inEducation, 13(1), 141-156. http://www.scopus.com/inward/record.url?eid=2-s2.0-84903887180&partnerID=40&md5=81c98948c4908d535123ec2d7139cc0d google scholar
35. Wood, D. F. (2008, May 3). Problem based learning. BMJ, 336(7651), 971. https://doi.org/10.1136/bmj.39546.716053.80 google scholar
36. Yan, L. (2009). Teaching object-oriented programming with games. 2009 Sixth International Conference on Information Technology: New Generations,969-974. google scholar