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Öğrencilerin Covid-19 Pandemisi Sürecinde Programlama Öğrenme Deneyimleri

Yıl 2022, Cilt: 6 Sayı: 1, 17 - 28, 31.12.2022

Öz

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.

Kaynakça

  • Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLoS ONE, 14(9), 1–26. https://doi.org/10.1371/journal.pone.0221765
  • Alturki, R. A. (2016). Measuring and improving student performance in an introductory programming course. Informatics in Education, 15(2), 183–204. https://doi.org/10.15388/infedu.2016.10
  • Amnouychokanant, V., Boonlue, S., Chuathong, S., & Thamwipat, K. (2021). A study of first-year students’ attitudes toward programming in the innovation in educational technology course. Education Research Internationa, 2021.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
  • Çetinkaya, M., & Asıcı, E. (2021). Covid 19 pandemisinin 12 sınıf öğrencilerinin üniversite sınavına hazırlık sürecine yansımaları. Millî Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 62–94.
  • Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Sage.
  • Chu, R. J., & Tsai, C. C. (2009). Self-directed learning readiness, Internet self-efficacy, and preferences for constructivist Internet-based learning environments among higher aged adults. Journal of Computer Assisted Learning, 25(5), 489–501.
  • Crick, T., Knight, C., Watermeyer, R., & Goodall, J. (2020). The impact of COVID-19 and “emergency remote teaching” on the UK computer science education community. Proceedings of UKICER ’20: United Kingdom & Ireland Computing Education Research Conference, 31–37.
  • Deus, W. S. de, Fioravanti, M. L., Oliveira, C. D. de, & Barbosa, E. F. (2020). Emergency remote computer science education in Brazil during the COVID-19 pandemic: Impacts and strategies. Brazilian Journal of Computers in Education (Revista Brasileira de Informática Na Educação – RBIE), 28(2020), 1032-1059.
  • Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers and Education, 120. https://doi.org/10.1016/j.compedu.2018.02.007
  • Figueiredo, J., & García-Peñalvo, F. (2021). Teaching and learning strategies for introductory programming in university courses. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 746–751. https://doi.org/10.1145/3486011.3486540
  • Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory. Strategies for Qualitative Research.
  • Güzel, İ., & Özeren, E. (2021). Covid-19 pandemi sürecinin lisansüstü eğitim faaliyetlerine etkisi. Electronic Journal of Education Sciences, 10(20), 167–185.
  • Handur, V., Kalwad, P. D., Patil, M. S., Garagad, V. G., Yeligar, N., Pattar, P., Mehta, D., Baligar, P., & Joshi, G. H. (2016). Integrating class and laboratory with hands-on programming: Its benefits and challenges. Proceedings of the 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education, MITE 2016, 163–168. https://doi.org/10.1109/MITE.2016.47
  • Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (2nd editio). Pergamon Press.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review Website. https://er.educause.edu/articles/2020/3/the-difference-between-emerge ncy-remote-teaching-and-online-learning.
  • Horton, D., & Craig, M. (2015). Drop, fail, pass, continue: Persistence in CS1 and beyond in traditional and inverted delivery. Proceedings of the 46th ACM Technical Symposium on Computer Science Education, 235–240.
  • Kim, S. W., & Lee, Y. (2016). The effect of robot programming education on attitudes towards robots. Indian Journal of Science and Technology, 9(24), 1–11.
  • Malik, S. I., Mathew, R., & Hammood, M. (2017). PROBSOL: A web-based application to develop problem-solving skills in introductory programming. In A.-M. A. & Curran K. (Eds.), Smart Technologies and Innovation for a Sustainable Future (pp. 295–302).
  • Medeiros, R. P., Ramalho, G. L., & Falcao, T. P. (2019). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77–90. https://doi.org/10.1109/TE.2018.2864133
  • Mooney, C., & Becker, B. A. (2021). Investigating the impact of the covid19 pandemic on computing students’ sense of belonging. I. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, SIGCSE ’21, 612–618.
  • Murphy, E., Crick, T., & Davenport, J. H. (2017). An analysis of introductory programming courses at UK universities. The Art, Science, and Engineering of Programming, 1(2), 2–23.
  • Myers, M. D. (2013). Qualitative research in business and management (2nd ed.). Sage.
  • Panadero, E., Jonsson, A., & Alqassab, M. (2018). Peer feedback used for formative purposes: Review of findings. In A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback.
  • Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
  • Pothier, Wendy Girven Condon, P. B. (2019). Towards data literacy competencies: Business students, workforce needs, and the role of the librarian. Journal of Business & Finance Librarianship, Online. https://doi.org/10.1080/08963568.2019.1680189
  • Rhudy, P. M., & State, P. (2016). Integrated development of programming skills using MATLAB within an undergraduate dynamics course. Proceedings of ASEE’s 123rd Annual Conference & Exposition.
  • Santos, A., Gomes, A., & Mendes, A. (2013). A taxonomy of exercises to support individual learning paths in initial programming learning. Proceedings of 2013 IEEE Frontiers in Education Conference (FIE), 87–93.
  • Şengün, G. (2021). Farklı üniversitelerde öğrenim gören üniversite öğrencilerinin COVID- 19 pandemi sürecine yönelik görüşleri. Karamanoglu Mehmetbey Educational Research, 3(2), 94–102. https://doi.org/10.47770/ukmead.943044
  • Vihavainen, A., Paksula, M., & Luukkainen, M. (2011). Extreme apprenticeship method in teaching programming for beginners. SIGCSE ’11: Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 93–98.
  • Zingaro, D. (2015). Examining interest and grades in computer science 1: A study of pedagogy and achievement goals. Transactions of Computer Education, 15(3).

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

Yıl 2022, Cilt: 6 Sayı: 1, 17 - 28, 31.12.2022

Öz

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.

Kaynakça

  • Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLoS ONE, 14(9), 1–26. https://doi.org/10.1371/journal.pone.0221765
  • Alturki, R. A. (2016). Measuring and improving student performance in an introductory programming course. Informatics in Education, 15(2), 183–204. https://doi.org/10.15388/infedu.2016.10
  • Amnouychokanant, V., Boonlue, S., Chuathong, S., & Thamwipat, K. (2021). A study of first-year students’ attitudes toward programming in the innovation in educational technology course. Education Research Internationa, 2021.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
  • Çetinkaya, M., & Asıcı, E. (2021). Covid 19 pandemisinin 12 sınıf öğrencilerinin üniversite sınavına hazırlık sürecine yansımaları. Millî Eğitim Özel Eğitim ve Rehberlik Dergisi, 1(2), 62–94.
  • Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Sage.
  • Chu, R. J., & Tsai, C. C. (2009). Self-directed learning readiness, Internet self-efficacy, and preferences for constructivist Internet-based learning environments among higher aged adults. Journal of Computer Assisted Learning, 25(5), 489–501.
  • Crick, T., Knight, C., Watermeyer, R., & Goodall, J. (2020). The impact of COVID-19 and “emergency remote teaching” on the UK computer science education community. Proceedings of UKICER ’20: United Kingdom & Ireland Computing Education Research Conference, 31–37.
  • Deus, W. S. de, Fioravanti, M. L., Oliveira, C. D. de, & Barbosa, E. F. (2020). Emergency remote computer science education in Brazil during the COVID-19 pandemic: Impacts and strategies. Brazilian Journal of Computers in Education (Revista Brasileira de Informática Na Educação – RBIE), 28(2020), 1032-1059.
  • Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers and Education, 120. https://doi.org/10.1016/j.compedu.2018.02.007
  • Figueiredo, J., & García-Peñalvo, F. (2021). Teaching and learning strategies for introductory programming in university courses. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 746–751. https://doi.org/10.1145/3486011.3486540
  • Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory. Strategies for Qualitative Research.
  • Güzel, İ., & Özeren, E. (2021). Covid-19 pandemi sürecinin lisansüstü eğitim faaliyetlerine etkisi. Electronic Journal of Education Sciences, 10(20), 167–185.
  • Handur, V., Kalwad, P. D., Patil, M. S., Garagad, V. G., Yeligar, N., Pattar, P., Mehta, D., Baligar, P., & Joshi, G. H. (2016). Integrating class and laboratory with hands-on programming: Its benefits and challenges. Proceedings of the 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education, MITE 2016, 163–168. https://doi.org/10.1109/MITE.2016.47
  • Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (2nd editio). Pergamon Press.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review Website. https://er.educause.edu/articles/2020/3/the-difference-between-emerge ncy-remote-teaching-and-online-learning.
  • Horton, D., & Craig, M. (2015). Drop, fail, pass, continue: Persistence in CS1 and beyond in traditional and inverted delivery. Proceedings of the 46th ACM Technical Symposium on Computer Science Education, 235–240.
  • Kim, S. W., & Lee, Y. (2016). The effect of robot programming education on attitudes towards robots. Indian Journal of Science and Technology, 9(24), 1–11.
  • Malik, S. I., Mathew, R., & Hammood, M. (2017). PROBSOL: A web-based application to develop problem-solving skills in introductory programming. In A.-M. A. & Curran K. (Eds.), Smart Technologies and Innovation for a Sustainable Future (pp. 295–302).
  • Medeiros, R. P., Ramalho, G. L., & Falcao, T. P. (2019). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77–90. https://doi.org/10.1109/TE.2018.2864133
  • Mooney, C., & Becker, B. A. (2021). Investigating the impact of the covid19 pandemic on computing students’ sense of belonging. I. Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, SIGCSE ’21, 612–618.
  • Murphy, E., Crick, T., & Davenport, J. H. (2017). An analysis of introductory programming courses at UK universities. The Art, Science, and Engineering of Programming, 1(2), 2–23.
  • Myers, M. D. (2013). Qualitative research in business and management (2nd ed.). Sage.
  • Panadero, E., Jonsson, A., & Alqassab, M. (2018). Peer feedback used for formative purposes: Review of findings. In A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback.
  • Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
  • Pothier, Wendy Girven Condon, P. B. (2019). Towards data literacy competencies: Business students, workforce needs, and the role of the librarian. Journal of Business & Finance Librarianship, Online. https://doi.org/10.1080/08963568.2019.1680189
  • Rhudy, P. M., & State, P. (2016). Integrated development of programming skills using MATLAB within an undergraduate dynamics course. Proceedings of ASEE’s 123rd Annual Conference & Exposition.
  • Santos, A., Gomes, A., & Mendes, A. (2013). A taxonomy of exercises to support individual learning paths in initial programming learning. Proceedings of 2013 IEEE Frontiers in Education Conference (FIE), 87–93.
  • Şengün, G. (2021). Farklı üniversitelerde öğrenim gören üniversite öğrencilerinin COVID- 19 pandemi sürecine yönelik görüşleri. Karamanoglu Mehmetbey Educational Research, 3(2), 94–102. https://doi.org/10.47770/ukmead.943044
  • Vihavainen, A., Paksula, M., & Luukkainen, M. (2011). Extreme apprenticeship method in teaching programming for beginners. SIGCSE ’11: Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, 93–98.
  • Zingaro, D. (2015). Examining interest and grades in computer science 1: A study of pedagogy and achievement goals. Transactions of Computer Education, 15(3).
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Erkan Er 0000-0002-9624-4055

Gamze Sökücü 0000-0002-0140-0837

Yayımlanma Tarihi 31 Aralık 2022
Gönderilme Tarihi 14 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 1

Kaynak Göster

APA Er, E., & Sökücü, G. (2022). Listening to Students’ Voices: Learning Programming in the Covid-19 Pandemic. Ege Eğitim Teknolojileri Dergisi, 6(1), 17-28.
Ege Eğitim Teknolojileri Dergisi
Index Copernicus, Asos Index, WorldCat, OpenAIRE, ROAD, BASE, Google Scholar, Academia.edu, Türk Eğitim İndeksi, IAD, EuroPub, Academindex
tarafından taranmaktadır.