The study of self-assessment with prompts,
learning journal, and referencing through
sharing for regulation of cognition in
web-based computer programming learning
Rustam Shadiev, Wu-Yuin Hwang*, Jung-Lung Hsu**, Chia-Ling Chang*, Ray Yueh-Min Huang
National Cheng Kung University, Taiwan *National Central University, Taiwan
**Kainan University, Taiwan
Introduction 1/3
• Regulation of cognition (Akyol and Garrison,
2011; Schraw and Dennison, 1994; Sperling et
al., 2002)
– Strategies
• Planning
• Information management strategies • Comprehension monitoring
• Debugging strategies • Evaluation
Introduction 2/3
• Learning methods
– Self-assessment (Boud, 1995; Milford and Brown,
2010)
– Learning journal (Berthold, Nückles, and Renkl,
2007; Cowan, 1992)
– Sharing notes (Berthold et al., 2007; Hicks, 2003;
Hwang et al., 2011)
Introduction 3/3
• Web-based computer programming language
learning (Hwang et al., 2012; Truong, Bancroft,
Roe, 2003)
– Thought-provoking student learning activities
• programming problem solving
• writing source codes, execution of a program, debugging practice and feedback activities • from simple to complex
The VPen system
• Web-based multimedia system (Hwang et al.,
2012; Hwang et al., 2012)
– Self-assessment with prompts
• to assess the level of own understanding of a chapter • six questions
• each question represents one level of cognition
– Learning journal
• to summarize important key concepts
– Referencing through sharing
• to share knowledge and experience with peers
Method 1/5
• Research purpose
– strategies of regulation of cognition can be facilitated by the learning methods
– the relationship of the learning methods and learning achievement
• Research questions
– What are students' perceptions regarding usefulness of self-assessment with prompts, learning journal and
referencing trough sharing for the strategies of regulation of cognition ?
Method 2/5
• Research model
– A questionnaire survey
– Assessment of learning performance
– Analysis of participation
Method 3/5
• Participants and the subject
– Sixty eight undergraduate freshmen students
majoring in foreign language
– Age ranged from 18 to 19 years
– Most of students were female
– Four-month course
Method 4/5
• Experiment procedure
– Two-hour weekly face-to-face classes in form of
lectures
– One instructor
– Students have studied learning material related to
the course after class in the computer classroom
or at home
– Self-assessment with prompts, learning journal
and referencing through sharing
Method 5/5
• Data collection
– A questionnaire survey
– A taxonomy for assessment
– Quantity of self-assessment with prompts and quantity of learning journal
– Frequency of referencing
– Frequency of being referenced
Results and discussion 1/6
• The questionnaire survey
– Information management (Mean=3.22; SD=0.83) • to know what did they learn and what need to be learnt
• facilitates strategies of regulation of cognition as well as cognition – Comprehension monitoring (Mean=3.18; SD=0.86)
• to know what did they learn, which parts they understand, and which parts they did not
• facilitates strategies of regulation of cognition as well as cognition – Debugging strategies (Mean=3.35; SD=0.88)
Results and discussion 2/6
• The questionnaire survey
– some items were ranked low (Mean< 2.90)
• no time to use the learning methods even they are useful
Results and discussion 4/6
• Correlation statistics
– All variables of the learning methods significantly
correlate with each other
• the better students perform in one independent variable the better they will perform in another
– All variables of the learning methods significantly
correlate with learning achievement
• the better students perform in one of the independent variables, the better is learning achievement
Results and discussion 5/6
• Paired t-test
– cognitive level of learning journal was significantly higher
comparing to cognitive level of self-assessment with prompts (t=5.787, p<.001)
• Multiple regression analysis
– cognitive level of learning journal has predictive ability on learning achievement
Results and discussion 6/6
• Learning journal brings more effect on
learning achievement
• Contrary perceptions
– self-assessment with prompts is more useful
• guidelines and scaffolding for learning
• allow evaluating own understanding of learning material
