Challenges implementing the SimProgramming approach in online software engineering education for promoting self and co-regulation of learning

High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students’ autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management.info:eu-repo/semantics/publishedVersio

Facilitando la autorregulación del aprendizaje en el diseño de sistemas digitales

[EN] The software development paradigm students are used to is completely different to the one that must be followed when facing the challenge of specifying and implementing digital systems (hardware). The change in the perspective of how to tackle practical problems in this context could be quite troublesome for students, specially when they lack tools that ease the selfregulation of their cognitive processes. This paper adapts the self-regulated learning model by Winne and Hadwin to the context of designing digital systems. This model is based on continuous monitoring and controlling one’s learning process. Scaffolding and prompting techniques are essential to facilitate the development of strategies for self-regulation. This paper presents the defined planning , its initial deployment, and the partial results obtained.[ES] El paradigma al que el alumnado está acostumbrado para el desarrollo de software cambia completamente cuando debe enfrentarse al reto de especificar e implementar sistemas digitales (hardware). Este cambio de concepción y forma de abordar problemas prácticos en este contexto puede representar un escollo importante para el alumnado, especialmente cuando no dispone de herramientas que faciliten la autorregulación de su proceso cognitivo. Esta comunicación presenta una adaptación al contexto del diseño de sistemas digitales del modelo de aprendizaje autorregulado de Winne y Hadwin, basado en la monitorización continua y el control del propio proceso de aprendizaje. El uso de técnicas de andamiaje y apunte son esenciales para facilitar el desarrollo de estrategias de autorregulación. Se presenta la planificación realizada, su despliegue inicial y los resultados parciales obtenidos hasta la fecha.Los autores agradecen la financiación recibida por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València para desarrollar el Proyecto de Innovación y Mejora Educativa “Comunidades de Aprendizaje como servicios en la nube para el desarrollo y evaluación automática de Competencias Transversales y Objetivos Formativos específicos”, con referencia B29.De Andrés Martínez, D. (2019). Facilitando la autorregulación del aprendizaje en el diseño de sistemas digitales. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 602-616. https://doi.org/10.4995/INRED2019.2019.10430OCS60261

Investigating Effects of Perceived Technology-enhanced Environment on Self-regulated Learning: Beyond P-values

This study examined the effects of a technology-enhanced intervention on the self-regulation of 262 eighth-grade students, employing information and communication technology (ICT) and web-based self-assessment tools set against science learning. The data were analyzed using both maximum likelihood and Bayesian structural equation modeling to unravel the intricate relationships between self-regulation, self-efficacy, perceptions of ICT, and self-assessment tools. Our research findings underscored the direct and indirect impacts of self-efficacy, perceived ease of use, and perceived use of technology on self-regulation. The results revealed the predictive power of self-assessment tools in determining self-regulation outcomes, underlining the potential of technology-enhanced self-regulated learning environments. The study posited the necessity to transcend mere technology incorporation and to emphasize the inclusion of monitoring strategies explicitly designed to augment self-regulation. Interestingly, self-efficacy appeared to indirectly influence self-regulation outcomes through perceived the use of technology rather than direct influence. Analytically, this research indicated that Bayesian estimation could offer a more comprehensive insight into structural equation modeling by more accurately assessing our estimates' uncertainty. This research substantially contributes to comprehending the influence of technology-enhanced environments on students' self-regulated learning, stressing the importance of constructing practical tools explicitly designed to cultivate self-regulation

In-Red 2019. V Congreso nacional de innovación educativa y docencia en red

La Universitat Politècnica de València convoca el Congreso de Innovación Educativa y Docencia en Red IN-RED 2019 que tendrá lugar en la ciudad de VALENCIA los días 11 y 12 de julio de 2019,organizado conjuntamente por el Vicerrectorado de Recursos Digitales y Documentación y el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València. La experiencia vivida en ediciones anteriores del congreso nos ha llevado a plantear una nueva edición del mismo, con el fin de ofrecer de nuevo la oportunidad de mostrar distintas experiencias docentes basadas en la innovación, desarrollo de metodologías, implantación de mejoras en el aula, etc., todas ellas relacionadas directa o indirectamente con la calidad de los procesos de enseñanza aprendizaje desarrollados en el ámbito de la educación superior.Vega Carrero, V.; Vendrell Vidal, E. (2019). In-Red 2019. V Congreso nacional de innovación educativa y docencia en red. Editorial Universitat Politècnica de València. http://hdl.handle.net/10251/127501EDITORIA