Increasing Commuter Students’ Sense of Belonging with Situated Learning in a First-year Computer Programming Course.

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Bibliographic Details
Title:	Increasing Commuter Students’ Sense of Belonging with Situated Learning in a First-year Computer Programming Course.
Authors:	Liang, Lily R.¹ lliang@udc.edu, Kan, Rui² rui.kang@gcsu.edu
Source:	International Journal for the Scholarship of Teaching & Learning. Nov2024, Vol. 18 Issue 2, p1-11. 11p.
Subject Terms:	Computer science students, Cognitive styles, Computer programming, Learning communities, Professional identity
Abstract:	This study examines the impact of a situated learning class framework on student learning and sense of belonging in a first-year introductory computer programming course offered at an urban commuter campus. The framework provided students opportunities to engage in hands-on activities embedded in authentic contexts facilitated or led by students from computer science clubs and a service-learning program. Our results suggest that 1) participation in peer interactions within the classroom helped students build learning communities and networks beyond the classroom and strengthened their development of a professional identity; 2) through redesigning curriculum and pedagogy to accommodate students’ needs and learning styles, college and university faculty may cultivate a collaborative culture and a sense of belonging at various levels: classroom, department, and campus. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examines the impact of a situated learning class framework on student learning and sense of belonging in a first-year introductory computer programming course offered at an urban commuter campus. The framework provided students opportunities to engage in hands-on activities embedded in authentic contexts facilitated or led by students from computer science clubs and a service-learning program. Our results suggest that 1) participation in peer interactions within the classroom helped students build learning communities and networks beyond the classroom and strengthened their development of a professional identity; 2) through redesigning curriculum and pedagogy to accommodate students’ needs and learning styles, college and university faculty may cultivate a collaborative culture and a sense of belonging at various levels: classroom, department, and campus. [ABSTRACT FROM AUTHOR]
ISSN:	19314744
DOI:	10.20429/ijsotl.2024.180203