Constructivism learning theory for programming through an e-learning

Constructivism learning theory for programming through an e-learning Azliza Bt Yacob

Md Yazid Bin Mohd Saman, Mohd Hafiz Bin Yusoff,

Faculty Computer, Media & Technology Management, TATi University College, Email: [email protected]

Faculty of Science & Technology, University Malaysia Terengganu, Email: [email protected], [email protected]

Abstract— Evolutions are happening in teaching and learning process with the used of e-learning. It was an innovative technology that was implemented in many different fields regarding to its benefits. This paper presents a constructivism learning theory for programming through an e-learning with the assumption that constructivism is an important branch of cognitivism. This learning theory that proposed in learning programming hopefully will help to improve level of motivation among novice. Keywords- Constructivism, PDCA, Programming Learning, TQM

I.

INTRODUCTION

Continuous improvement is one of the core values of TQM. It can amount collectively to considerable gains in quality and reduction of costs [1]. People can take advantages of applying PDCA cycles in their application including computer programming learning. Implement and maintain the continuous improvement of educational quality in higher education institutions are very reasonable and at the same time challenging [2]. According to [3], distance learning is becoming a new way of gaining knowledge, as an alternative to traditional education and the existing educational structures. Thus, higher education’s institutions face the task of incorporate the e-learning as a new model and solutions of modern education. Learning styles are learners’ preferences in learning. Many studies have shown that learning styles play an important role in students' academic performance. There are varieties of learning style model, and every of them have its own assessment tool in the form of a questionnaire. This work is organized as follow: introduction in Section 1, Section 2 sheds some light on the literature review, including learning programming, constructivism learning and TQM. Section 3 will discuss about constructivism learning theory for programming through an e-learning. Finally, conclusion for this work will be presented in Section 4. II.

LITERATURE REVIEW

Education is a continuous process of converting information into knowledge that can help students develop and explore further information. The problems and challenges faced by current educational systems suggest improving the

teaching and learning process to suit current needs of industry and society [4]. A. Learning Programming Learning styles in higher education has received increasing attention and plays a role in classroom performance. Besides, the culture factor also has an impact on the learning style scales [5]. Several studies have shown that academic performance of university students is related to their learning styles. Many tools have been developed to assist teaching and learning process and each of those tools has its own benefits. However it is difficult to find one suitable for all students needs. Depending on the actual knowledge level and preferable study method of each student, we need to make the right tool available at the right time. Once again it is almost impossible for teachers to do this work due to class sizes [6]. There are different approaches to improve programming learning style. Previous research shows that visual programming can be more efficient than classical textual programming. By this way, students can be more motivated, less bored and not burden with the syntax of programming languages. Pseudo-code and flowchart have been widely use to explain programming solution. Many different approaches have been suggested for programming teaching: Scratch System, collaborative work, simulation, games[7], teamwork skill, graphical programming, learning by doing approach and many more. Technology plays an important role to improve learning process. Scribbler robot and Alice used to allow students to interact with the fast world of programming through the use of instructions and programming structures represented by icons. In the context of this problem, it has been the need to implement more attractive methods in the teaching of programming [8]. Blog is also an alternative used in programming learning [9]. These tools used an internet as a media to make an online discussion and will be very helpful for educators. The above tools are important to motivate people in teaching and learning programming. However, it sometimes faced with some limitations. Research from [10] to improve student interest in software engineering learning using game faced with some limitations. It including that approach available in lab and not at classroom, took a lot of time getting know C#, need more technical support and too little on software architecture (too much on C#, XNA and games). As

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stated by [11], even visual programming language using Scratch is a good example for introductory programming[12][13], but it doesn’t present the user with the source code from the flowchart generated. Versatile, simple and motivating potential makes LEGO kits a powerful help in a variety of learning scenarios. According to [14], students sometimes have certain difficulties to reinforce those basic concepts and also cannot focus the entire course contents because of didactic approach. Previous research [15][16] found several factors that often present challenges to collocated pair programming are limited facilities, geographic separation, and scheduling. Also, it was found that three reasons for difficulties of first year programming students are lack of experience in problem solving skills, difficult to imagine abstract terms in programming and difficult to turn the pseudo-code into a syntactically correct computer program [17]. [6] Mentioned that contribution to minimize some of limitation from the class size and students heterogeneity in knowledge and pace should be taken by using suitable tools. B. Constructivism Learning According to[18], a traditional class assume that teaching and learning are two totally different steps. Firstly teacher introduces basic theory and concept, and then students practice and try to answer different kinds of questions. Constructivism learning using Web-based environment is a most powerful model when considering more of improving student’s learning interest, creativity and learning skills. The advanced multimedia and online technology are very helpful and efficiently collaborate in building constructivism learning environment. Teachers should use effective methods to motivate students in learning. During class, [19]had applied the constructivism for teaching discrete mathematics that emphases to the real scenario to discover the problems. This strategy effect to the students’ learning interests, help them to understand the course better and can motivate the collaboration among students. Through Online Collaborative Examinations, [20] found constructivism able to reduced surface learning in exam study, enhanced interactions and the sense of an online learning community, and increased perceived learning. Regarding to [21], constructivism based learning will improve learning outcome by facilitate with collaboration, communication, interaction and knowledge construction and sharing. This also effect to the shift from teacher-centered to learner-centered learning, effect to active in creating knowledge and also improve the learning outcomes. As stated by [22], technology used in class session as a collaboration tool in mediating and negotiating learning for both instructor and students. As mentioned by [18], webbased learning model able to improve student’s learning interest, creativity and learning skills. Based on [23], as academic programs growth, e-learning has become an increasingly important delivery format in workplace training. It effect on highest level of motivation. Also, [24] has predicted that e-learning would become the dominant form of training within organizations in the near future. Many of the traditional instructional-design theories focus on simple, domain-dependent, cognitive learning. [25]

mentioned that using constructivism, learner construct their own learning by combining new information with existing knowledge and experience. Constructivism helps in developing skills through teaching methods as group-based and cooperative work, problem-based activities, and discovery learning [26]. As found by [27], the constructivism has been accepted by many educators and it was widely applied at China in variety of modern teaching practice like Classroom Teaching Mode, Individualized Learning Mode, Network Classroom Mode, Distance Education Mode and Virtual Reality Mode. Also, [28] found that team learning provide an important guiding significance for improving the effectiveness of knowledge transfer. C. Total Quality Management Continuous improvement is one of the core values of TQM. This approach is built around the premise that every step of the process, service and operation has room for improvement. TQM was not necessarily an outcome measure, but seeks to satisfy customer needs continuously. TQM principles can be grouped into Customer Focus, Leadership, Teamwork, Continuous Improvement, Measurement and Benchmarking. PDCA is the acronym for Plan, Do, Check and Actions, developed by W. Shewhart in the 1930's. It also known as the Deming cycle, which is a classic quality management model promoted and practiced in Japan by Dr. W. Edwards Deming. The PDCA Cycle is a conceptual model for the adjustment of systematized processes improvement. It is the scientific summarization to the continuous and spiral improvement. The improved PDCA theory has been widely used in the enterprise quality management. Meanwhile, the PDCA is also becomes a logical work processes that allow such activities effectively [29]. According to [30], PDCA is the basic procedure of TQM. Previous researches have proved that TQM methodologies have been successfully implemented in many different fields like automotive industry, software, medical, management and education. TQM benefits are including improves business from top to bottom, enhancing customer's satisfaction, reduce or eliminate problems, improved attitudes, enhanced communication, reduce waste and rework, improved customer/supplier relationships and for market competitiveness. Research from [31], was found that there are a significant relationship between the TQM implementation and the students’ satisfaction of academic performance. It was suggested that TQM should be effectively implemented in the institutions of higher education. [3] Has applied TQM to the elearning project and it effect to better quality of distance learning education. TQM can make understanding for whole process and manage performance better [30]. According to [32], TQM was successfully implemented in software quality which impact to the number of software defects and percentage of requirement problems reduced. Regarding to [33], implementation to medical able to monitor the whole medical process and improve the quality of medical services and also [34] able to improve in documentation of pain reassessments. TQM also promote the software testing process and improve the testing service quality [35]. TQM also aiming

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to prepare students for statistical problem solving with confident [36] and [37] divides a subject matter or a course into units that have predetermined objectives. Meanwhile [38] suggest to apply TQM in learning programming through Plan Do Check Action (PDCA) cycles which hoped that can continuously improved the problem solving. The PDCA Cycle is a conceptual model for the adjustment of systematized processes improvement. It is the scientific summarization to the continuous and spiral improvement. It also becomes a logical work processes that allow activities effectively [29]. Detail about the PDCA cycle is briefly explained below: i)

Plan

ii)

Do

iii)

Check

iv)

Act

III.

Define the concept, aims and objectives; Identify problems and critical points; training; developing templates, models, methodology. Implement the planned processes, taking small steps in controlled circumstances. Measure the results; evaluate the model; compare the results with the established goals; prepare standards, quality assurance procedures, and the review process. Actions have to be taken to reach the necessary improvement based on what was studied in the previous step, implementation as a standard; introduction to the company culture. RESEARCH METHODOLOGY

A. Questionnaire Design This research deploys a survey method in investigating the motivation level of the students toward programming learning. Motivation testing will be conducted to the number of sample students who are involved to test their motivation level. A questionnaire has been designed which is adapted from the Instructional Material Motivation Survey (IMMS), developed by John Keller. To get the best results in this survey, the questionnaire was reviewed using a pilot study. Five Likert scale questions (1=strongly disagree, 5=strongly agree) used to represent student’s assessment using pre-testing and posttesting for desired methodology. B.

Data collection and validation

A set of questionnaire will be distributed to obtain the demographic profile and examine about programming background, respondents’ perception toward this subject, motivation and analysis for the testing. Testing over the programming skills of students involved will be collected and analyzed for comparison. Mathematical and statistical approach using SPSS 18.0 (Statistical Package for the Social Sciences) and SEM (structural equation modeling) will be used for the purpose of verification and data analysis. SEM was chosen as it is the most appropriate technique for modeling hierarchical latent constructs and is effective in removing the biasing effects of measurement error.

IV. CONSTRUCTIVISM LEARNING THEORY FOR PROGRAMMING THROUGH AN E-LEARNING Based on limitations that faced during computer programming learning, this research attempts to propose a constructivism learning theory for programming through the use of e-learning as a medium for learning. An exhaustive literature review is carried out to understand the conceptual development of TQM, to highlight the importance of various contributors that lead to effective implementation of TQM. The proposed of constructivism learning theory for programming learning is shown in figure 1 below.

After class session

Before class session

A

P

C

D

During class session

Fig 1 PDCA constructivism learning for programming Using conventional programming learning, teachers are responsible to prepare teaching material before the class session. During class, teacher usually ask student to do some programming exercises using computer by distributing a number of papers. This current way effect to the higher cost for paper, waste the time and higher workload for assessment. This paper proposed to overcome the limitation involved in current programming learning. Through this idea, class preparation will divide into three sessions: before class, during class and after class implementations. Preparation that will be made by teacher regarding to the e-learning development consists of material for the class which will permit for one time. As a bank of questions, variety of programming problems will attach in this tool based on chapter involved in programming subject. Through an e-learning, PDCA concept will be applied to solve the problem-based question for continuous improvement. Each problem given in an e-learning should be classified the most four important steps, plan, do, check and action. After class session, all the solution made by novice through an e-learning will be automatically assessed and it can motivate teacher by reducing the workload. This constructivism learning also tend to encourage novice by consistently identify the most important point that come from each problem. According to [18], constructivism is an important branch of cognitivism and become more popular in most western counties. V.

CONCLUSION

Computer programming has been usually introduced using programming languages that are difficult to understand. This study proposed to use PDCA constructivism for programming

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learning through e-learning. As the PDCA model suggests, once the actions are planned, they are carried out, checked and actions taken based on the results. The PDCA cycle is continued until the problem is sufficiently solved. People can take advantages of applying Plan Do Check Action cycles in their application. In this research, student will be given with pre-test and post-test using PDCA activities to compare the results. This paper contributed on the motivations of applying TQM to the programming learning using web-based environment. Therefore, we believe that constructive development through web-based programming learning tend to support cognitive development among novice and provide a robust environment for learning programming. These hopefully will helps to decrease the distance between the student and teacher. The methodology relating to the implementation of web-based learning for learning programming, aims to ensure high and constant quality of the teaching process.

We would like to extend sincere appreciation to TATI University College for funding this research. Also for all members of IT Education Research Group at Computer Science Department, University Malaysia Terengganu, for the supports and encouragement. REFERENCES [2] [3]

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