Article 2025

Integrating online partial pair programming and socially shared metacognitive regulation for the improvement of students’ learning

TC
Tsai, Chia Wen
 LM
Lin, Michael Yu Ching
 CY
Cheng, Yih Ping
 LL
Lee, Lynne Yu
 LC
Lin, Chihhsien
 LJ
Lin, Jianwei
 HM
Hung, Minling
 CW
Chen, Wenyu
Universal Access in the Information Society
Journal · Vol. 24 · Issue 2 · pp. 1123-1139
Abstract

Many universities around the world were forced to lock down and students had to continue their learning in online environments in response to the COVID-19 pandemic. Teachers thus had to adopt effective and appropriate online teaching pedagogy integrated with related educational technologies to help their students achieve satisfactory learning outcomes in these courses. In addition, the world-wide problems of high failure level and dropout rates in programming courses challenge both teachers and students. Aiming to develop students’ practical programming skills, commitment to learning, and reduce learning disengagement, the researchers behind this study adopted two teaching approaches, integrating online partial pair programming (PPP) and socially shared metacognitive regulation (SSMR), to explore their effects on students’ learning performance in an online programming course. A quasi-experiment was implemented to explore the effects of online PPP and SSMR. The participants comprised three classes of students, all from non-information or non-computer departments taking a compulsory course titled ‘Programming Design’. The experimental groups included the first class (G1) simultaneously receiving the online PPP and SSMR intervention and the second class (G2) receiving only the online SSMR intervention. The third class (G3) received a traditional teaching method (non-PPP and non-SSMR) delivered online and served as the control group. Both quantitative and qualitative data were collected and analyzed. Experimental results show that the SSMR group (G2) demonstrated significantly better development of programming skills and commitment to learning than the control group (G3). However, the expected effects of online PPP on improving students’ learning were not found. The implications of designing pedagogies with PPP and SSMR in an online programming course for decision-makers in governments and universities, researchers, and teachers implementing online courses, particularly programming courses, are provided and discussed. © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2024.

Keywords

Author Keywords

Cloud classroom Commitment to learning Learning disengagement Online partial pair programming Online socially shared metacognitive regulation Programming course Programming skills

Index Keywords

E-learning Teaching Curricula Decision making Students Student learning Computer programming Cloud classroom Commitment to learning Learning disengagement Metacognitives Online partial pair programming Online socially shared metacognitive regulation Pair-programming Programming course Programming skills
Author Affiliations
Department of Information Management, Ming Chuan University, Taipei, Taiwan
Information Technology and Management Program, Ming Chuan University, Taipei, Taiwan
International Business and Trade Program, Ming Chuan University, Taipei, Taiwan
International Academic Publications Research Center, Ming Chuan University, Taipei, Taiwan
Department of Information Technology and Management, Shih Chien University, Taipei, Taiwan
Teacher Education Center, Ming Chuan University, Taipei, Taiwan
Department of Leisure Management, National Pingtung University, Pingtung, Pingtung, Taiwan
Funding & Acknowledgements
National Science and Technology Council, NSTC
Grant: NSTC 111-2410-H-130-024
The authors would like to express appreciation for the financial support of NSTC research grant NSTC 111-2410-H-130-024 from National Science and Technology Council, Taiwan, R.O.C.
National Science and Technology Council, NSTC
The authors would like to express appreciation for the financial support of NSTC research grant NSTC 111-2410-H-130-024 from National Science and Technology Council, Taiwan, R.O.C.
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