Supporting collaborative learning by scaffolded meetings in the university programming courses

Hundreds of students sign up for programming courses in the hopes of getting credits on their certificates and an advantage in the job market. However, the pass rate for the course that challenges perseverance varies between 52% and 69%. This study presents information about collaboration advantages...

Täydet tiedot

Bibliografiset tiedot
Päätekijä: Saaririnne, Anni-Maria
Muut tekijät: Kasvatustieteiden ja psykologian tiedekunta, Faculty of Education and Psychology, Kasvatustieteiden laitos, Department of Education, Jyväskylän yliopisto, University of Jyväskylä
Aineistotyyppi: Pro gradu
Kieli:eng
Julkaistu: 2024
Aiheet:
Linkit: https://jyx.jyu.fi/handle/123456789/97197
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author Saaririnne, Anni-Maria
author2 Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä
author_facet Saaririnne, Anni-Maria Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä Saaririnne, Anni-Maria Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä
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description Hundreds of students sign up for programming courses in the hopes of getting credits on their certificates and an advantage in the job market. However, the pass rate for the course that challenges perseverance varies between 52% and 69%. This study presents information about collaboration advantages and challenges in an undergraduate programming course. Groups were supported by the six scaffolded meetings to tackle the dropout rates. In autumn 2022 nine groups were formed from the university students to perform programming course using collaborative learning approach. Programming course lasted for 14 weeks and included 11 demo assignments and project. During the six scaffolded meetings data was collected and then ana-lysed using qualitative data-driven analysis. Students experienced several advantages and challenges even scaffolded meetings were constructed to support collaboration. Collaboration gave peer-support and relationship level support for the students. Students experienced scaffolded meetings helpful, but they would still have needed more help to interaction and to shared acknowledge. More research is needed about collaborative learning in the university context. Results indicate that university students need support and guidance how to work collaboratively. Collaborative skills are needed at all levels of education and in working life.
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spellingShingle Saaririnne, Anni-Maria Supporting collaborative learning by scaffolded meetings in the university programming courses scaffolded meetings engagement Kasvatustiede Education 102 vuorovaikutus oppiminen yhteisöllinen oppiminen interaction learning collaborative learning
title Supporting collaborative learning by scaffolded meetings in the university programming courses
title_full Supporting collaborative learning by scaffolded meetings in the university programming courses
title_fullStr Supporting collaborative learning by scaffolded meetings in the university programming courses Supporting collaborative learning by scaffolded meetings in the university programming courses
title_full_unstemmed Supporting collaborative learning by scaffolded meetings in the university programming courses Supporting collaborative learning by scaffolded meetings in the university programming courses
title_short Supporting collaborative learning by scaffolded meetings in the university programming courses
title_sort supporting collaborative learning by scaffolded meetings in the university programming courses
title_txtP Supporting collaborative learning by scaffolded meetings in the university programming courses
topic scaffolded meetings engagement Kasvatustiede Education 102 vuorovaikutus oppiminen yhteisöllinen oppiminen interaction learning collaborative learning
topic_facet 102 Education Kasvatustiede collaborative learning engagement interaction learning oppiminen scaffolded meetings vuorovaikutus yhteisöllinen oppiminen
url https://jyx.jyu.fi/handle/123456789/97197 http://www.urn.fi/URN:NBN:fi:jyu-202409256073
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