International Journal of Modern Education and Computer Science (IJMECS)
IJMECS Vol. 16, No. 3, 8 Jun. 2024
Cover page and Table of Contents: PDF (size: 786KB)
Development of Collaborative Learning and Programming (CLP): A Learning Model on Object Oriented Programming Course
PDF (786KB), PP.1-16
Views: 0 Downloads: 0
Author(s)
Efan Efan
1,*
Krismadinata Krismadinata
2
Cherifa Boudia
3
Muhammad Giatman
2
Mukhlidi Muskhir
2
Hasan Maksum
2
Index Terms
CLP Model, Collaborative Learning, Collaborative Programming, Object-Oriented Programming, Teaching, Learning, Model, Method, Strategy
Abstract
There appears to be a tendency for the strategies and methods that have been offered in OOP course learning to affect the improvement of individual skills only. There is a significant need for learning strategies which are relevant and able of improving collaborative working skills. The purpose of this study is to develop a Collaborative Learning and Programming model suitable for Object-Oriented Programming courses and assess its validity, practicality, and effectiveness. The implementation of the CLP model was conducted using the ADDIE development procedure by involving 7 experts, 35 experimental class students, 23 control class students and 4 lecturers of the Object-Oriented Programming course. The survey results showed that the CLP model was valid, practical, and effective in achieving these goals. The validity test results were verified based on experts' assessment, indicating that the aspects contained in the CLP model were valid with an Aiken's value V =0.89. The practicality test results indicated that the model was highly practical with the practicality value of 89.95% from students and 89.67% from lecturers. Finally, using the CLP model demonstrated its effectiveness in reducing the abstraction and complexity of OOP courses and improving student collaboration, particularly in programming tasks. The significance of conducting this survey is that it provides evidence for the effectiveness of the CLP model in achieving its intended goals and can inform the development of future OOP courses and programming tasks. The survey was conducted well, as it used both expert assessment and student and lecturer feedback to assess the validity, practicality, and effectiveness of the CLP model.
Cite This Paper
Efan Efan, Krismadinata Krismadinata, Chérifa Boudia, Muhammad Giatman, Mukhlidi Muskhir, Hasan Maksum, "Development of Collaborative Learning and Programming (CLP): A Learning Model on Object Oriented Programming Course", International Journal of Modern Education and Computer Science(IJMECS), Vol.16, No.3, pp. 1-16, 2024. DOI:10.5815/ijmecs.2024.03.01
Reference
[1]A. Sartal, D. Carou, R. Dorado-Vicente, and L. Mandayo, “Facing the challenges of the food industry: Might additive manufacturing be the answer?,” Proc. Inst. Mech. Eng. Part B J. Eng. Manuf., vol. 233, no. 8, pp. 1902–1906, Jun. 2019, doi: 10.1177/0954405418805611.
[2]R. Vijayan, “Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study,” Educ. Sci., vol. 11, no. 7, p. 347, Jul. 2021, doi: 10.3390/educsci11070347.
[3]J. Preston, “Facebook, the Metaverse and the Monetisation of Higher Education,” The Conversation, 2021.
[4]H. Duan, J. Li, S. Fan, Z. Lin, X. Wu, and W. Cai, “Metaverse for Social Good: A University Campus Prototype,” in Proceedings of the 29th ACM International Conference on Multimedia, Virtual Event China: ACM, Oct. 2021, pp. 153–161. doi: 10.1145/3474085.3479238.
[5]A. Alexander, R. Cracknell, A. de Smet, M. Langstaff, M. Mysore, and D. Ravid, “What executives are saying about the future of hybrid work,” Mckinsey Global Institute, May 2021.
[6]C. Tarunajaya, P. van der Aa, B. Santoso, P. Murti, R. Utama, and M. Sebastian, “Global Crisis Survey 2021,” The Indonesia Update, 2021.
[7]P. Sudira, TVET ABAD 21: Filosofi, Teori, Konsep, dan Strategi Pembelajaran Vokasional, 2nd ed. UNY Press, 2017.
[8]C. A. Prosser and T. H. Quigley, Vocational Education in a Democracy. American Technical Society, 1949.
[9]P. P. Ray, “A survey on Internet of Things architectures,” J. King Saud Univ. - Comput. Inf. Sci., vol. 30, no. 3, pp. 291–319, Jul. 2018, doi: 10.1016/j.jksuci.2016.10.003.
[10]H. Fan, J. Gao, H. Zhu, Q. Liu, Y. Shi, and C. Sun, “Balancing Conflict Prevention and Concurrent Work in Real-Time Collaborative Programming,” in Proceedings of the 12th Chinese Conference on Computer Supported Cooperative Work and Social Computing, Chongqing China: ACM, Sep. 2017, pp. 217–220. doi: 10.1145/3127404.3127447.
[11]X. Lai and G. K. Wong, “Collaborative versus individual problem solving in computational thinking through programming: A meta‐analysis,” Br. J. Educ. Technol., vol. 53, no. 1, pp. 150–170, Jan. 2022, doi: 10.1111/bjet.13157.
[12]M. Borowski, J. Zagermann, C. N. Klokmose, H. Reiterer, and R. Rädle, “Exploring the Benefits and Barriers of Using Computational Notebooks for Collaborative Programming Assignments,” in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, Portland OR USA: ACM, Feb. 2020, pp. 468–474. doi: 10.1145/3328778.3366887.
[13]Efan, Krismadinata, J. Jama, and R. Mulya, “A Systematic Literature Review of Teaching and Learning on Object-Oriented Programming Course,” Int. J. Inf. Educ. Technol., vol. 13, no. 2, pp. 302–312, 2023, doi: 10.18178/ijiet.2023.13.2.1808.
[14]C. Boudia, A. Bengueddach, and H. Haffaf, “Collaborative Strategy for Teaching and Learning Object-Oriented Programming course: A Case Study at Mostafa Stambouli Mascara University, Algeria,” Informatica, vol. 43, no. 1, Mar. 2019, doi: 10.31449/inf.v43i1.2335.
[15]Y.-T. Lin, C.-C. Wu, and C.-F. Chiu, “The Use of Wiki in Teaching Programming: Effects Upon Achievement, Attitudes, and Collaborative Programming Behaviors,” Int. J. Distance Educ. Technol., vol. 16, no. 3, pp. 18–45, Jul. 2018, doi: 10.4018/IJDET.2018070102.
[16]J. Roschelle and S. D. Teasley, “The Construction of Shared Knowledge in Collaborative Problem Solving,” in Computer Supported Collaborative Learning, C. O’Malley, Ed., Berlin, Heidelberg: Springer Berlin Heidelberg, 1995, pp. 69–97. doi: 10.1007/978-3-642-85098-1_5.
[17]B. Barron, “When Smart Groups Fail,” J. Learn. Sci., vol. 12, no. 3, pp. 307–359, Jul. 2003, doi: 10.1207/S15327809JLS1203_1.
[18]B. Barron, “Achieving Coordination in Collaborative Problem-Solving Groups,” J. Learn. Sci., vol. 9, no. 4, pp. 403–436, Oct. 2000, doi: 10.1207/S15327809JLS0904_2.
[19]P. Dillenbourg and P. Jermann, “Designing Integrative Scripts,” in Scripting Computer-Supported Collaborative Learning, F. Fischer, I. Kollar, H. Mandl, and J. M. Haake, Eds., Boston, MA: Springer US, 2007, pp. 275–301. doi: 10.1007/978-0-387-36949-5_16.
[20]Suruchi and S. Dutt, “Effect and use of Collaborative Learning: a Review,” Int. Educ. E-J., vol. 08, no. 08, pp. 102–113, 2017.
[21]F.-F. Cheng, C.-S. Wu, and P.-C. Su, “The Impact of Collaborative Learning and Personality on Satisfaction in Innovative Teaching Context,” Front. Psychol., vol. 12, p. 713497, Sep. 2021, doi: 10.3389/fpsyg.2021.713497.
[22]N. Van Der Meer, V. Van Der Werf, W.-P. Brinkman, and M. Specht, “Virtual reality and collaborative learning: a systematic literature review,” Front. Virtual Real., vol. 4, p. 1159905, May 2023, doi: 10.3389/frvir.2023.1159905.
[23]D. G. Erbil, “A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory,” Front. Psychol., vol. 11, p. 1157, Jun. 2020, doi: 10.3389/fpsyg.2020.01157.
[24]L. Williams, E. Wiebe, K. Yang, M. Ferzli, and C. Miller, “In Support of Pair Programming in the Introductory Computer Science Course,” Comput. Sci. Educ., vol. 12, no. 3, pp. 197–212, Sep. 2002, doi: 10.1076/csed.12.3.197.8618.
[25]B. Hanks, S. Fitzgerald, R. McCauley, L. Murphy, and C. Zander, “Pair programming in education: a literature review,” Comput. Sci. Educ., vol. 21, no. 2, pp. 135–173, Jun. 2011, doi: 10.1080/08993408.2011.579808.
[26]N. Salleh, E. Mendes, and J. Grundy, “Investigating the effects of personality traits on pair programming in a higher education setting through a family of experiments,” Empir. Softw. Eng., vol. 19, no. 3, pp. 714–752, Jun. 2014, doi: 10.1007/s10664-012-9238-4.
[27]B. Hanks, “Student attitudes toward pair programming,” in Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education, Bologna Italy: ACM, Jun. 2006, pp. 113–117. doi: 10.1145/1140124.1140156.
[28]H. J. Lee, “A learning process mechanism in CSCL,” in Proceedings - ICCE 2008, 2008.
[29]G. Braught, L. M. Eby, and T. Wahls, “The effects of pair-programming on individual programming skill,” ACM SIGCSE Bull., vol. 40, no. 1, pp. 200–204, Feb. 2008, doi: 10.1145/1352322.1352207.
[30]B. Alorda, K. Suenaga, and P. Pons, “Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL,” Comput. Educ., vol. 57, no. 3, pp. 1876–1884, Nov. 2011, doi: 10.1016/j.compedu.2011.04.004.
[31]J. B. Williams and J. Jacobs, “Exploring the use of blogs as learning spaces in the higher education sector,” Australas. J. Educ. Technol., vol. 20, no. 2, Aug. 2004, doi: 10.14742/ajet.1361.
[32]P. Byrne and G. Lyons, “The effect of student attributes on success in programming,” ACM SIGCSE Bull., vol. 33, no. 3, pp. 49–52, Sep. 2001, doi: 10.1145/507758.377467.
[33]T. H. DeClue, “Pair programming and pair trading: effects on learning and motivation in a CS2 course,” J Comput Small Coll, vol. 18, no. 5, 2003.
[34]S. Bryant, P. Romero, and B. Du Boulay, “Pair programming and the re-appropriation of individual tools for collaborative programming,” in Proceedings of the 2005 international ACM SIGGROUP conference on Supporting group work - GROUP ’05, Sanibel Island, Florida, USA: ACM Press, 2005, p. 332. doi: 10.1145/1099203.1099264.
[35]T. J. McGill and S. E. Volet, “A Conceptual Framework for Analyzing Students’ Knowledge of Programming,” J. Res. Comput. Educ., vol. 29, no. 3, pp. 276–297, Mar. 1997, doi: 10.1080/08886504.1997.10782199.
[36]J. R. Anderson, Language, Memory, and Thought, 0 ed. Psychology Press, 2013. doi: 10.4324/9780203780954.
[37]E. Soloway, “Learning to program = learning to construct mechanisms and explanations,” Commun. ACM, vol. 29, no. 9, pp. 850–858, Sep. 1986, doi: 10.1145/6592.6594.
[38]R. S. Rist, “Knowledge Creation and Retrieval in Program Design: A Comparison of Novice and intermediate Student Programmers,” Human–Computer Interact., vol. 6, no. 1, pp. 1–46, Mar. 1991, doi: 10.1207/s15327051hci0601_1.
[39]B. Rittle-Johnson and J. R. Star, “Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.,” J. Educ. Psychol., vol. 99, no. 3, pp. 561–574, Aug. 2007, doi: 10.1037/0022-0663.99.3.561.
[40]S. Kalyuga, “Knowledge elaboration: A cognitive load perspective,” Learn. Instr., vol. 19, no. 5, pp. 402–410, Oct. 2009, doi: 10.1016/j.learninstruc.2009.02.003.
[41]J. Chong and T. Hurlbutt, “The Social Dynamics of Pair Programming,” in 29th International Conference on Software Engineering (ICSE’07), Minneapolis, MN, USA: IEEE, May 2007, pp. 354–363. doi: 10.1109/ICSE.2007.87.
[42]W.-Y. Hwang, R. Shadiev, C.-Y. Wang, and Z.-H. Huang, “A pilot study of cooperative programming learning behavior and its relationship with students’ learning performance,” Comput. Educ., vol. 58, no. 4, pp. 1267–1281, May 2012, doi: 10.1016/j.compedu.2011.12.009.
[43]Y.-T. Lin, C.-H. Chang, H.-T. Hou, and K.-C. Wu, “Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes,” Interact. Learn. Environ., vol. 24, no. 7, pp. 1552–1573, Oct. 2016, doi: 10.1080/10494820.2015.1041398.
[44]J. K. Olsen, D. M. Belenky, V. Aleven, and N. Rummel, “Using an Intelligent Tutoring System to Support Collaborative as well as Individual Learning,” in Intelligent Tutoring Systems, S. Trausan-Matu, K. E. Boyer, M. Crosby, and K. Panourgia, Eds., Cham: Springer International Publishing, 2014, pp. 134–143. doi: 10.1007/978-3-319-07221-0_16.
[45]R. M. Branch, Instructional Design: The ADDIE Approach. Boston, MA: Springer US, 2009. doi: 10.1007/978-0-387-09506-6.
[46]E. M. Ningsih, Metode Penelitian Terapan Bidang Pendidikan. 2006.
[47]Sugiyono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif dan R & D). Bandung: Alfabeta, 2016.