Investigating students' preferences and perceptions of online resources in an emergency-remote introductory programming course

Thesis type
(Thesis) M.Sc.
Date created
2021-07-27
Authors/Contributors
Abstract
Although online programming courses offer flexible learning formats, research shows that students report increased feelings of isolation and often end up dropping out of such courses. In this thesis, we investigated a study case of university students enrolled in an introductory programming course offered in an emergency-remote context. Through surveys and interviews, we sought to understand what difficulties students faced, what learning strategies they used, and what types of resources they preferred. We found that most students felt compelled to consult web-based resources (e.g., Q\&A forums, videos) on their own and chose to ignore their own notes and curated resources offered by the instructor. Although many of the students realized that they wasted time searching the web unsuccessfully, they continued to search incessantly, neither asking for help nor self-monitoring the value of their learning strategy. We discuss several possible theories and provide recommendations for improving students' interactions with learning resources.
Document
Identifier
etd21499
Copyright statement
Copyright is held by the author(s).
Permissions
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: Chilana, Parmit
Thesis advisor: Cukierman, Diana
Language
English
Member of collection
Attachment Size
input_data\22439\etd21499.pdf 1.32 MB