Análise dos padrões comportamentais de estudantes de um MOOC sobre Iniciação à Programação para a plataforma Arduíno
DOI:
https://doi.org/10.24215/18509959.27.e4Palabras clave:
MOOC, Programming, Learning difficulties, Datamining, Behavior patterns, EngagementResumen
The difficulty to learn programming is is a topic that is strongly discussed in contexts of Computer courses, and there are several factors that act as barriers. Due to this concern, discussions on how to implement strategies to overcome this challenge have been presented, generating new actions that can help the programming learning. Thus, MOOCs have been presented as tools with the potential to support classroom teaching and to meet more specific demands of students who seek to learn programming online and autonomously. In this context, this research reports a case study of an introductory MOOC on Arduino programming, available on a Brazilian online course platform. Data mining techniques were employed aiming to find the behavioral patterns of 2031 students who participated in the course. The results showed similar numbers of actions among the participants; however two groups stand out among those who showed higher averages of engagement in the course: students over the age of 30, with higher education and who like the subject of the course; as well as younger high school students who love the course theme.
Descargas
Citas
C. Xiong, X. You and P. Yu, "The Method of Improving Learning Ability of “C Language Programming Design” Course," in Recent Developments in Data Science and Business Analytics. Proceedings of the International Conference on Data Science and Business Analytics (ICDSBA- 2017), M. Tavana, S. Patnaik, Eds., Springer, Cham, 2018, pp. 425-433.
J. Yang, G. K. W. Wong, and C. Dawes, "An Exploratory Study on Learning Attitude in Computer Programming for the Twenty-First Century," in New Media for Educational Change. Educational Communications and Technology Yearbook, L. Deng, W. Ma, C. Fong, Eds., Springer, Singapore, 2018, pp. 59-70.
T. Nip, E. L. Gunter, G. L. Herman, J. W. Morphew, and M. West, "Using a Computer-based Testing Facility to Improve Student Learning in a Programming Languages and Compilers Course," in Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE '18), 2018, pp. 568-573.
T. Staubitz, H. Klement, J. Rensz, R. Teusner and C. Meinel, "Towards Practical Programming Exercises and Automated Assessment in Massive Open Online Courses," in International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 2015, pp. 23-30.
Z. Chen, A. Nguyen, A. Schlender and J. Ngiam, "Real-time programming exercise feedback in MOOCs," in Proceedings of the 10th International Conference on Educational Data Mining, 2017, pp. 414-415.
L. Yu, L. Zhang, X. Su and X. Liu, "Research on Case Teaching Mode of Programming Course Based on Interdisciplinarity," Advances in Social Science, Education and Humanities Research, vol. 286, pp. 385- 388, 2018.
M. S. Prince, M. Figueroa, J. A. Martínez and J. M. Izquierdo, "Curso MOOC para fomentar el desarrollo de competencias digitales en estudiantes universitarios y autodidactas," Revista Iberoamericana de Educación en Tecnología y Tecnología en Educación, no. 17, pp. 16-29, 2016.
O. H. T. Lu, J. C. H. Huang, A. Y. Q. Huang and S. J. H. Yang, "Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course," Interactive Learning Environments, vol. 25, no. 2, pp. 220–234, 2017.
A. Miño and J. Sales, "Programación concurrente: una aproximación a las dificultades de su aprendizaje," Revista Iberoamericana de Educación en Tecnología y Tecnología en Educación, no. 15, pp. 7-13, 2015.
N. Arellano, J. Fernandez, M. V. Rosas and M. E. Zuñiga, "Estrategia metodológica de la enseñanza de la programación para la permanencia de los alumnos de primer año de Ingeniería Electrónica," Revista Iberoamericana de Educación en Tecnología y Tecnología en Educación, no.13, pp. 55-60, 2014.
A. S. Hashim, R. Ahmad and M. S. S. Amar, "Difficulties in Learning Structured Programming:A Case Study in UTP,” in 7th World Engineering Education Forum (WEEF), 2017, pp. 210-215.
S. Willman, R. Lindén, E. Kaila, T. Rajala, M.-Jussi Laakso and T. Salakoski, "On study habits on an introductory course on programming,” Computer Science Education, vol. 25, no. 3, pp. 276-291, 2015.
N. Eltegani, "Students’ Perception about Fundamental Programming Course Teaching and Learning," International Journal on Recent and Innovation Trends in Computing and Communication, vol. 5, no. 9, pp. 6-10, 2017.
S. I. Malik, "Improvements in Introductory Programming Course: Action Research Insights and Outcomes," Systemic Practice and Action Research, vol. 31, no. 6, pp. 637–656, 2018.
N. Dorn, D. M. Berges, D. Capovilla and P. Hubwieser, "Talking at Cross Purposes - Perceived Learning Barriers by Students and Teachers in Programming Education,” in Workshop in Primary and Secondary Computing Education (WiPSCE), Potsdam, Germany, 2018.
P. J. Guo, "Older Adults Learning Computer Programming: Motivations, Frustrations, and Design Opportunities," in Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI'17), Denver, Colorado, USA, 2017, pp. 7070-7083.
R. A. M. S. Ahmed, S. M-Raouf Mahmood, R. M. Nabi and D. L. Hussein, "The Impact of Teaching Materials on Learning Computer Programming Languages in Kurdistan Region Universities and Institutes," Kurdistan Journal of Applied Research (KJAR), vol. 3, no. 1, pp. 27-33, 2018.
T. Nip, E. L. Gunter, G. L. Herman, J. W. Morphew, M. West, "Using a Computer-based Testing Facility to Improve Student Learning in a Programming Languages and Compilers Course," in Proceedings of the 49th ACM Technical Symposium on Computer Science Education, Baltimore, Maryland, USA, 2018, pp. 568-573.
N. Spyropoulou, G. Demopoulou, C. Pierrakeas, I. Koutsonikos and A. Kameas, "Developing a Computer Programming MOOC," Procedia Computer Science, vol. 65, pp. 182-191, 2015.
J. Warren, S. Rixner, J. Greiner and S. Wong, "Facilitating Human Interaction in an Online Programming Course,” in Proceedings of the 45th ACM technical symposium on Computer science education, Atlanta, Georgia, USA, 2014, pp. 665-670.
A. Nguyen, C. Piech, J. Huang and L. Guibas, "Codewebs: Scalable Homework Search for Massive Open Online Programming Courses," in Proceedings of the 23rd international conference on World wide web, Seoul, Korea, 2014, pp. 491-502.
X. Su, T. Wang, J. Qiu and L. Zhao, "Motivating students with new mechanisms of online assignments and examination to meet the MOOC challenges for programming,” in IEEE Frontiers in Education Conference (FIE), El Paso, Texas, 2015.
A. Vihavainen, M. Luukkainen and J. Kurhila, "Multi-faceted Support for MOOC in Programming," in Proceedings of the 13th Annual Conference on Information Technology Education, Calgary, Alberta, Canada, 2012, pp. 171-176.
M. Grandl, M. Ebner, W. Slany, S. Janisch, "It's in your pocket: A MOOC about programming for kids and the role of OER in teaching and learning contexts," in Open Education Global Conference, Delft, Netherlands, 2018.
A. Bey, P. Jermann and P. Dillenbourg, "A Comparison between Two Automatic Assessment Approaches for Programming: An Empirical Study on MOOCs," Educational Technology & Society, vol. 21, no. 2, pp. 259–272, 2018.
G. Psathas, S. Demetriadi, A. Tsiara and P. Chalki, "Profiles and motivations of participants in Greek MOOC for Python programming,” in Learning with MOOCS (LWMOOCS), Madrid, Spain, 2018, pp. 70-73.
M. Lepp, T. Palts, P. Luik, K. Papli, R. Suviste, M. Säde, K. Hollo, V. Vaherpuu and E. Tõnisson, "Troubleshooters for Tasks of Introductory Programming MOOCs," International Review of Research in Open and Distributed Learning, vol. 19, no. 4, pp. 56-75, 2018.
X. Zhang, X. Huang, F. Wang and X. Cao, "Research on MOOC-based Blended Learning of Programming Language Course," in International Conference on Humanities and Advanced Education Technology (ICHAET 2018), Guangzhou, China, 2018, pp. 586-591.
Z. Zhao, "Research on Mixed Mode Teaching of C Language Programming," Advances in Social Science, Education and Humanities Research (ASSEHR), vol. 230, pp. 110-114, 2018.
J. M. Fitzpatrick, Á. Lédeczi, G. Narasimham, L. Lafferty, R. Labrie and P. T. Mielke, "Lessons Learned in the Design and Delivery of an Introductory Programming MOOC," in Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE’17), Seattle, Washington, USA, 2017, pp. 219-224.
C. Alario-Hoyos, C. D. Kloos, I.Estévez-Ayres, C. Fernández-Panadero, J. Blasco, S. Pastrana, G. Suárez-Tangil and J. Villena-Román, "Diseñando un MOOC en edX: Introducción a la Programación con Java – Parte 1," in IV Jornadas de Innovación Educativa en Ingeniería Telemática (JIE 2015), España, 2015, pp. 391-398.
I. F. Kereki, V. Paulós, "SM4T: Scratch MOOC for Teens: A pioneer pilot experience in Uruguay," in IEEE Frontiers in Education Conference (FIE) Proceedings, Spain, 2014.
R. S. Baker, "Educational Data Mining: An Advance for Intelligent Systems in Education," IEEE Intelligent Systems, vol. 29, no. 3, pp. 78-82, 2014.
Y. Chen, Q. Chen, M. Zhao, S. Boyer, K. Veeramachaneni and H. Qu, "DropoutSeer: Visualizing Learning Patterns in Massive Open Online Courses for Dropout Reasoning and Prediction," in IEEE Conference on Visual Analytics Science and Technology (VAST), Maryland, USA, 2016, pp. 111-120.
C. Ye, D. H. Fisher, J. S. Kinnebrew, G. Narasimham, G. Biswas, K. A. Brady and B. J. Evans, "Behavior Prediction in MOOCs using Higher Granularity Temporal Information," in Proceedings of the Second ACM Conference on Learning @ Scale (L@S), Vancouver, BC, Canada, 2015, pp. 335-338.
Truong-Sinh An, C. Krauss and A. Merceron, "Can Typical Behaviors Identified in MOOCs be Discovered in Other Courses?," in Proceedings of the 10th International Conference on Educational Data Mining, Wuhan, China, 2017, pp. 220–225.
C. Zhao, J. Yang, J. Liang and C. Li, "Discover learning behavior patterns to predict certification," in 11th International Conference on Computer Science & Education (ICCSE 2016), Nagoya University, Japan, 2016, pp. 69-73.
O. Maimon and L. Rokach, "Introduction to Knowledge Discovery and Data Mining," in Data Mining and Knowledge Discovery Handbook, O. Maimon, L. Rokach, Eds., Springer, Boston, MA, 2009, pp. 1-17.
R. Chang, Y. H. Hung and C. F. Lin, "Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs," British Journal of Educational Technology, vol. 46, no. 3, pp. 528–541, 2015.
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2021 Napoliana Silva de Souza, Gabriela Trindade Perry

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Derechos de autor y licencias
Los artículos aceptados para publicación tendrán la licencia de Creative Commons BY-NC. Los autores deben firmar un acuerdo de distribución no exclusiva después de la aceptación del artículo.