Detalhes bibliográficos
| Resumo: | High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students’ autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management. |
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| Autores principais: | Pedrosa, Daniela |
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| Outros Autores: | Morgado, Leonel; Cravino, José; Fontes, Mario Madureira; Castelhano, Maria; Machado, Claudia; Curado, Eliana |
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| Assunto: | Computer programming e-SimProgramming approach E-learning Self and Co-Regulated Learning SimProgramming e-SimProgramming Self-Regulated Learning Co-Regulated Learning |
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| Ano: | 2020 |
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| País: | Portugal |
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| Tipo de documento: | documento de conferência |
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| Tipo de acesso: | acesso aberto |
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| Instituição associada: | Universidade Aberta |
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| Idioma: | inglês |
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| Origem: | Repositório Aberto da Universidade Aberta |
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