The effect of self-explanation and metacognitive scaffolding on learning web programming

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Two studies were conducted to demonstrate the positive effects of principle-based self-explanation on acquiring programming concepts and improving debugging skills in web-based learning environments. The first study, involving 68 college students, investigated effects of self-explanation and metacognitive scaffolding. Students generating more principle-based explanations outperformed in immediate tests as well as transfer tests. However, metacognitive scaffolding given after learning neither affected learning nor supported to generate principle-based explanations. For in-depth understanding of reflection processes, contents of self-explanation on previous learning performance were analyzed in the second study recruiting 21 college students. Conceptual change could be proved by the ratio of principle-based explanations. It was also significantly associated with the learning performance in transfer tests. The studies suggest that the self-explanation strategy can be an effective means to enhance conceptual understanding as well as facilitate conceptual change. The results are applicable to the design of web-based learning environments implementing the self-explanation activities.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Information science and learning technologies (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2011

Author dc:creator

• Kwon, Kyungbin

Advisor dc:contributor.advisor

• Jonassen, David H., 1947-2012

• problem based learning
• online learning
• metacognition
• debugging skills

Statement dc:rights

• Access to files is limited to the campuses of the University of Missouri with SSO login.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/15840

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/15840