Increasing Commuter Students' Sense of Belonging with Situated Learning in a First-Year Computer Programming Course
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| Title: | Increasing Commuter Students' Sense of Belonging with Situated Learning in a First-Year Computer Programming Course |
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| Language: | English |
| Authors: | Lily R. Liang, Rui Kang |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2024 18(2). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Computer Science Education, Commuting Students, Sense of Community, Programming, Situated Learning, Urban Schools, Commuter Colleges, Experiential Learning, Authentic Learning, Clubs, Service Learning, Peer Relationship, Communities of Practice, Social Networks, Professional Identity, Curriculum Development, Teaching Methods, Cognitive Style, Cooperative Learning |
| ISSN: | 1931-4744 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451871 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1931-4744 |
