|
|
|
|
| LEADER |
01000caa a22002652 4500 |
| 001 |
NLM336295073 |
| 003 |
DE-627 |
| 005 |
20240831231908.0 |
| 007 |
cr uuu---uuuuu |
| 008 |
231225s2022 xx |||||o 00| ||eng c |
| 024 |
7 |
|
|a 10.1007/s12528-021-09307-w
|2 doi
|
| 028 |
5 |
2 |
|a pubmed24n1518.xml
|
| 035 |
|
|
|a (DE-627)NLM336295073
|
| 035 |
|
|
|a (NLM)35095238
|
| 040 |
|
|
|a DE-627
|b ger
|c DE-627
|e rakwb
|
| 041 |
|
|
|a eng
|
| 100 |
1 |
|
|a Zheng, Lanqin
|e verfasserin
|4 aut
|
| 245 |
1 |
3 |
|a An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings
|
| 264 |
|
1 |
|c 2022
|
| 336 |
|
|
|a Text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a ƒaComputermedien
|b c
|2 rdamedia
|
| 338 |
|
|
|a ƒa Online-Ressource
|b cr
|2 rdacarrier
|
| 500 |
|
|
|a Date Revised 31.08.2024
|
| 500 |
|
|
|a published: Print-Electronic
|
| 500 |
|
|
|a Citation Status PubMed-not-MEDLINE
|
| 520 |
|
|
|a © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022.
|
| 520 |
|
|
|a Programming skills have gained increasing attention in recent years because digital technologies have become an indispensable part of life. However, little is known about the roles of fade-in and fade-out scaffolding in online collaborative programming settings. To close this research gap, the present study aims to examine the roles of fade-in and fade-out scaffolding for novice programmers in online collaborative programming. A total of 90 undergraduate students participated in the exploratory study and were assigned to 15 fade-in groups and 15 fade-out groups. All of the participants completed the same programming task. The findings reveal that fade-in scaffolding can significantly improve collaborative knowledge building, programming skills, metacognitive behaviors, emotions, and collective efficacy. Goal setting, planning, monitoring and control, enacting strategies, and evaluation and reflection are identified as the crucial metacognitive behaviors. The main contribution of this exploratory study is to shed light on how to design and implement scaffolding for novice programmers
|
| 650 |
|
4 |
|a Journal Article
|
| 650 |
|
4 |
|a Collaborative programming
|
| 650 |
|
4 |
|a Emotion
|
| 650 |
|
4 |
|a Fade-in scaffolding
|
| 650 |
|
4 |
|a Fade-out scaffolding
|
| 650 |
|
4 |
|a Metacognitive behaviors
|
| 650 |
|
4 |
|a Programming skills
|
| 700 |
1 |
|
|a Zhen, Yuanyi
|e verfasserin
|4 aut
|
| 700 |
1 |
|
|a Niu, Jiayu
|e verfasserin
|4 aut
|
| 700 |
1 |
|
|a Zhong, Lu
|e verfasserin
|4 aut
|
| 773 |
0 |
8 |
|i Enthalten in
|t Journal of computing in higher education
|d 1999
|g 34(2022), 2 vom: 13., Seite 489-516
|w (DE-627)NLM098213512
|x 1042-1726
|7 nnns
|
| 773 |
1 |
8 |
|g volume:34
|g year:2022
|g number:2
|g day:13
|g pages:489-516
|
| 856 |
4 |
0 |
|u http://dx.doi.org/10.1007/s12528-021-09307-w
|3 Volltext
|
| 912 |
|
|
|a GBV_USEFLAG_A
|
| 912 |
|
|
|a SYSFLAG_A
|
| 912 |
|
|
|a GBV_NLM
|
| 912 |
|
|
|a GBV_ILN_350
|
| 951 |
|
|
|a AR
|
| 952 |
|
|
|d 34
|j 2022
|e 2
|b 13
|h 489-516
|