Self direction & constructivism in programming education
Naomi Rose Boyer, Sarah Langevin, Alessio Gaspar · 2008
This paper explores the relationship between new constructivist apprenticeship techniques meant to improve programming pedagogy [6][7] and student self-direction. To this end, we used the lens of the Personal Responsibility Orientation [2] to measure the impact on student self-efficacy and self direction of our interventions. These learning activities were introduced based on peer learning and authentic student feedback principles. They consisted of peer learning weekly forums and student-led ""live coding"" hands-on exercises. These were applied to both an introductory (cop2510 [14]) and intermediate (cop3515 [5]) programming courses. Results derived from an online anonymous survey are presented and interpreted.