Note-Taking Learning System: The Use of the Learning Style Theory and the Peer Learning Method on Computer Programming Course

Autor/inn/en	Huang, Sheng-Bo; Jeng, Yu-Lin; Lai, Chin-Feng
Titel	Note-Taking Learning System: The Use of the Learning Style Theory and the Peer Learning Method on Computer Programming Course
Quelle	In: Journal of Educational Computing Research, 59 (2021) 5, S.870-895 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Chin-Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120985235
Schlagwörter	Notetaking; Learning Strategies; Cognitive Style; Peer Teaching; Interaction; Cooperative Learning; Instructional Effectiveness; Academic Achievement; Learning Motivation; Electronic Learning; Computer Science Education; Programming; Skill Development; Thinking Skills; Undergraduate Students + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Peer group teaching; Peer Group Teaching; Interaktion; Kooperatives Lernen; Unterrichtserfolg; Schulleistung; Motivation for studies; Lernmotivation; Computer science lessons; Informatikunterricht; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit
Abstract	In recent years, the government has actively set up computer programming courses to train those with the relevant talent; however, the learning performance of the students is not ideal. Therefore, in order to learn programming skills, students usually adopt note-taking strategies because, due to the pressure of the course, the teachers do not have sufficient time to help the students to fully understand the course content. This means that some students take notes without thinking, so their academic performance is usually poor. This study, therefore, proposes an innovative curriculum design that is based on the "Note-taking System and Teaching Strategy'' (NSTS), which combines learning style concepts and peer learning concepts to achieve student interaction and promote their thinking skills. In the learning activity, students are asked to search for additional supplementary material and to write their own notes, and then the members of group can read their notes and learn from them. However, the results of the study show that the NSTS curriculum design exhibits significant differences for improving the students' academic performance, and that it also has a certain influence on their learning motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01