Analysis of students engagement and learning performance in a social community supported computer programming course

Yu Sheng Su, Ting Jou Ding, Chin-Feng Lai

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

In Taiwan, the social community, Facebook has been more and more powerful ever since being launched, and it serves as if a strong magnet, attracting teachers and students to share and discuss on such platform, and also to search for films, pictures, and messages of their specific interests. Some researchers have probed into the learning interaction and efficacy of a computer programming course, and the results show that not only could the learning interactions between teachers and students enhance, but also between students themselves under this environment supported by Facebook. We propose four steps of learning analytics to study students' behaviors and learning performances in a social community supporting computer programming course. Furthermore, our learning analytics method could decrease the time and energy consuming process, which includes collecting, correlating and organizing students' participative patterns. A reported case, focuses on students' engagement behaviors and its influence on students' learning outcomes, is carried out with 43 freshmen at a university in northern Taiwan. The results show that our learning analytics method benefits students' participative behaviors, which are related to students' learning achievements in the computer programming course supported by social community, since students could obtain better understanding under such learning mode.

Original languageEnglish
Pages (from-to)6189-6201
Number of pages13
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume13
Issue number9
DOIs
Publication statusPublished - 2017 Jan 1

Fingerprint

learning performance
Computer programming
Programming
programming
Students
community
student
learning
Student Learning
Taiwan
facebook
Community
Learning
Engagement
Interaction
Efficacy
teacher
interaction
Decrease
Magnets

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics

Cite this

@article{06227d5218644ee3a12806012c9f5c00,
title = "Analysis of students engagement and learning performance in a social community supported computer programming course",
abstract = "In Taiwan, the social community, Facebook has been more and more powerful ever since being launched, and it serves as if a strong magnet, attracting teachers and students to share and discuss on such platform, and also to search for films, pictures, and messages of their specific interests. Some researchers have probed into the learning interaction and efficacy of a computer programming course, and the results show that not only could the learning interactions between teachers and students enhance, but also between students themselves under this environment supported by Facebook. We propose four steps of learning analytics to study students' behaviors and learning performances in a social community supporting computer programming course. Furthermore, our learning analytics method could decrease the time and energy consuming process, which includes collecting, correlating and organizing students' participative patterns. A reported case, focuses on students' engagement behaviors and its influence on students' learning outcomes, is carried out with 43 freshmen at a university in northern Taiwan. The results show that our learning analytics method benefits students' participative behaviors, which are related to students' learning achievements in the computer programming course supported by social community, since students could obtain better understanding under such learning mode.",
author = "Su, {Yu Sheng} and Ding, {Ting Jou} and Chin-Feng Lai",
year = "2017",
month = "1",
day = "1",
doi = "10.12973/eurasia.2017.01058a",
language = "English",
volume = "13",
pages = "6189--6201",
journal = "Eurasia Journal of Mathematics, Science and Technology Education",
issn = "1305-8215",
publisher = "Moment Publications",
number = "9",

}

Analysis of students engagement and learning performance in a social community supported computer programming course. / Su, Yu Sheng; Ding, Ting Jou; Lai, Chin-Feng.

In: Eurasia Journal of Mathematics, Science and Technology Education, Vol. 13, No. 9, 01.01.2017, p. 6189-6201.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Analysis of students engagement and learning performance in a social community supported computer programming course

AU - Su, Yu Sheng

AU - Ding, Ting Jou

AU - Lai, Chin-Feng

PY - 2017/1/1

Y1 - 2017/1/1

N2 - In Taiwan, the social community, Facebook has been more and more powerful ever since being launched, and it serves as if a strong magnet, attracting teachers and students to share and discuss on such platform, and also to search for films, pictures, and messages of their specific interests. Some researchers have probed into the learning interaction and efficacy of a computer programming course, and the results show that not only could the learning interactions between teachers and students enhance, but also between students themselves under this environment supported by Facebook. We propose four steps of learning analytics to study students' behaviors and learning performances in a social community supporting computer programming course. Furthermore, our learning analytics method could decrease the time and energy consuming process, which includes collecting, correlating and organizing students' participative patterns. A reported case, focuses on students' engagement behaviors and its influence on students' learning outcomes, is carried out with 43 freshmen at a university in northern Taiwan. The results show that our learning analytics method benefits students' participative behaviors, which are related to students' learning achievements in the computer programming course supported by social community, since students could obtain better understanding under such learning mode.

AB - In Taiwan, the social community, Facebook has been more and more powerful ever since being launched, and it serves as if a strong magnet, attracting teachers and students to share and discuss on such platform, and also to search for films, pictures, and messages of their specific interests. Some researchers have probed into the learning interaction and efficacy of a computer programming course, and the results show that not only could the learning interactions between teachers and students enhance, but also between students themselves under this environment supported by Facebook. We propose four steps of learning analytics to study students' behaviors and learning performances in a social community supporting computer programming course. Furthermore, our learning analytics method could decrease the time and energy consuming process, which includes collecting, correlating and organizing students' participative patterns. A reported case, focuses on students' engagement behaviors and its influence on students' learning outcomes, is carried out with 43 freshmen at a university in northern Taiwan. The results show that our learning analytics method benefits students' participative behaviors, which are related to students' learning achievements in the computer programming course supported by social community, since students could obtain better understanding under such learning mode.

UR - http://www.scopus.com/inward/record.url?scp=85046151295&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046151295&partnerID=8YFLogxK

U2 - 10.12973/eurasia.2017.01058a

DO - 10.12973/eurasia.2017.01058a

M3 - Article

AN - SCOPUS:85046151295

VL - 13

SP - 6189

EP - 6201

JO - Eurasia Journal of Mathematics, Science and Technology Education

JF - Eurasia Journal of Mathematics, Science and Technology Education

SN - 1305-8215

IS - 9

ER -