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Using Asynchronous Online Discussion to Learn Introductory Programming: An Exploratory Analysis

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Bibliographic Details
Title: Using Asynchronous Online Discussion to Learn Introductory Programming: An Exploratory Analysis
Language: English
Authors: Kay, Robin
Source: Canadian Journal of Learning and Technology. Win 2006 32(1).
Availability: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Peer Reviewed: Y
Page Count: 24
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Asynchronous Communication, Computer Mediated Communication, Electronic Learning, Programming, Introductory Courses, Secondary School Students, Males, Student Attitudes, Educational Benefits, Achievement Gains, Correlation, Discussion Groups, Reading Rate, Rhetoric, Taxonomy, Student Participation, Difficulty Level, Individual Differences, Social Cognition, Computer Science, Problem Solving, Teacher Role
ISSN: 1499-6677
Abstract: Previous research on online discussions has focused on university students learning higher level subjects. The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting to learn introductory level topics. Forty-­five male students, ranging in age from 13 to 15 years old, participated in two consecutive online discussions used to supplement the learning of HTML (24 days) and beginning programming (36 days) respectively. Students were able to actively understand and apply new concepts and procedures using an online discussion format. The majority of students posted clear, good quality messages that covered material which went beyond the course curriculum. Although attitudes toward using online discussions and participation rates were uneven, most students reported gaining useful information from the discussion board. More than three quarters of all discussion threads were resolved. Finally, and perhaps most important, participation in the discussion board was significantly and positively correlated with learning performance.
Abstractor: As Provided
Number of References: 45
Entry Date: 2015
Accession Number: EJ1073669
Database: ERIC
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  Data: Using Asynchronous Online Discussion to Learn Introductory Programming: An Exploratory Analysis
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  Data: Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+Groups%22">Discussion Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Taxonomy%22">Taxonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science%22">Computer Science</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
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  Data: 1499-6677
– Name: Abstract
  Label: Abstract
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  Data: Previous research on online discussions has focused on university students learning higher level subjects. The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting to learn introductory level topics. Forty-­five male students, ranging in age from 13 to 15 years old, participated in two consecutive online discussions used to supplement the learning of HTML (24 days) and beginning programming (36 days) respectively. Students were able to actively understand and apply new concepts and procedures using an online discussion format. The majority of students posted clear, good quality messages that covered material which went beyond the course curriculum. Although attitudes toward using online discussions and participation rates were uneven, most students reported gaining useful information from the discussion board. More than three quarters of all discussion threads were resolved. Finally, and perhaps most important, participation in the discussion board was significantly and positively correlated with learning performance.
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  Data: 2015
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  Data: EJ1073669
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Discussion Groups
        Type: general
      – SubjectFull: Reading Rate
        Type: general
      – SubjectFull: Rhetoric
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      – SubjectFull: Taxonomy
        Type: general
      – SubjectFull: Student Participation
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      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Social Cognition
        Type: general
      – SubjectFull: Computer Science
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Teacher Role
        Type: general
    Titles:
      – TitleFull: Using Asynchronous Online Discussion to Learn Introductory Programming: An Exploratory Analysis
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