Tsai Chia-Wen, Lee Lan-Yu, Cheng Yih-Ping, Lin Chih-Hsien, Hung Min-Ling, Lin Jian-Wei
Department of Information Management, Ming Chuan University, No.5 De-Ming Rd., Guishan, Taoyuan, 333 Taiwan, ROC.
International Business and Trade Program, Ming Chuan University, 250 Zhong-Shan N. Road Sec. 5, Taipei, Taiwan, ROC.
Univers Access Inf Soc. 2022 Dec 3:1-16. doi: 10.1007/s10209-022-00958-9.
With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students' attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students' learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students' regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students' programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students' programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.
随着技术的发展以及对在线课程的需求，已经设计并提供了大量的在线课程、混合式课程或翻转课堂。然而，在充满社交网站、购物网站和免费网络游戏的技术增强型学习环境中，吸引学生的注意力并帮助他们取得令人满意的学习成绩具有挑战性。此外，编程课程的教学对教师和学生都不断构成挑战，尤其是在在线学习环境中。为了克服和解决这些问题并促进学生的学习，本研究的研究人员整合了两种教学方法，即使用元认知学习策略（MCLS）和团队调节（TR），以培养学生的常规学习习惯，并进一步提高他们的编程技能、学习动机以及网络使用拒绝自我效能感，这一过程在云课堂中进行。在本研究中，采用2（MCLS与非MCLS）×2（TR与非TR）析因前测/后测的实验设计进行了一项准实验，以研究MCLS和TR的效果。在本研究中，参与者包括来自非信息或计算机系的四门编程设计课程的大学生，编程设计是一门必修课。实验组由其中三个班级组成，标记为G1、G2和G3。G1同时接受在线MCLS和TR干预，而G2只接受在线MCLS干预，G3只接受在线TR干预。作为对照组，第四个班级（G4）接受传统教学。本研究调查了MCLS、TR及其组合对提高学生在在线计算课程中的编程技能、学习动机和网络使用拒绝自我效能感的影响。根据结果，接受在线TR的学生在云课堂中显著提高了他们的编程设计技能和网络使用拒绝自我效能感。然而，本研究未发现MCLS在培养学生编程技能、学习动机和网络使用拒绝自我效能感方面的预期效果。本研究中在在线编程课程中整合MCLS和TR的教学策略可为教育工作者在COVID-19大流行期间开展在线课程、混合式课程或翻转课堂时提供参考。
