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Embedding Cognitive Apprenticeship With Role-Switched Pair Programming: Toward Mastery Learning in Computational Thinking and Co-Regulation.

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Title: Embedding Cognitive Apprenticeship With Role-Switched Pair Programming: Toward Mastery Learning in Computational Thinking and Co-Regulation.
Authors: Lee, Jooyoung1 (AUTHOR), Shin, Yoonhee1 (AUTHOR) yoonheeshin@hanyang.ac.kr
Source: Journal of Educational Computing Research. Jun2026, Vol. 64 Issue 4, p924-950. 27p.
Subjects: Computational thinking, Mastery learning, Elementary education, Visual programming (Computer science), Collaborative learning
Abstract: This study explores instructional interventions designed to support mastery learning among fifth- and sixth-grade students in an after-school setup using block-based coding platforms. It presents a cognitive apprenticeship-based pair programming (PP) approach through which educators can design lessons that can offer targeted learning support to enhance computational thinking (CT) and co-regulation. Specifically, the study examines the effects of integrating role switching within three core phases of the cognitive apprenticeship in a PP environment. Using a quasi-experimental design (N = 85), we administered a pre- and post-test CT questionnaire, a post-test co-regulation questionnaire, activity sheets, and reflective journals to novice learners in an after-school program. The findings indicate that embedding the three core phases of cognitive apprenticeship, together with structured role switching in PP, significantly enhanced elementary students' CT and co-regulation. An integrated instructional design, comprising brief modeling videos for knowledge delivery, structured scaffolding and reflection for CT development, and role switching to foster co-regulation and reduce cognitive load, offers a practical and scalable approach to collaborative learning. The study also offers recommendations for future research and instructional design to refine PP practices in collaborative learning contexts. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Computing Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Embedding Cognitive Apprenticeship With Role-Switched Pair Programming: Toward Mastery Learning in Computational Thinking and Co-Regulation.
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  Data: <searchLink fieldCode="AR" term="%22Lee%2C+Jooyoung%22">Lee, Jooyoung</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shin%2C+Yoonhee%22">Shin, Yoonhee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yoonheeshin@hanyang.ac.kr</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Computing+Research%22">Journal of Educational Computing Research</searchLink>. Jun2026, Vol. 64 Issue 4, p924-950. 27p.
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  Data: <searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+learning%22">Mastery learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+programming+%28Computer+science%29%22">Visual programming (Computer science)</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study explores instructional interventions designed to support mastery learning among fifth- and sixth-grade students in an after-school setup using block-based coding platforms. It presents a cognitive apprenticeship-based pair programming (PP) approach through which educators can design lessons that can offer targeted learning support to enhance computational thinking (CT) and co-regulation. Specifically, the study examines the effects of integrating role switching within three core phases of the cognitive apprenticeship in a PP environment. Using a quasi-experimental design (N = 85), we administered a pre- and post-test CT questionnaire, a post-test co-regulation questionnaire, activity sheets, and reflective journals to novice learners in an after-school program. The findings indicate that embedding the three core phases of cognitive apprenticeship, together with structured role switching in PP, significantly enhanced elementary students' CT and co-regulation. An integrated instructional design, comprising brief modeling videos for knowledge delivery, structured scaffolding and reflection for CT development, and role switching to foster co-regulation and reduce cognitive load, offers a practical and scalable approach to collaborative learning. The study also offers recommendations for future research and instructional design to refine PP practices in collaborative learning contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Computing Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/07356331251410016
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      – Code: eng
        Text: English
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        PageCount: 27
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      – SubjectFull: Computational thinking
        Type: general
      – SubjectFull: Mastery learning
        Type: general
      – SubjectFull: Elementary education
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      – SubjectFull: Visual programming (Computer science)
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      – SubjectFull: Collaborative learning
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      – TitleFull: Embedding Cognitive Apprenticeship With Role-Switched Pair Programming: Toward Mastery Learning in Computational Thinking and Co-Regulation.
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              Text: Jun2026
              Type: published
              Y: 2026
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