Metacognitive challenges to support self-reflection of students in online software engineering education

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MetadadosDescriçãoIdioma
Autor(es): dc.creatorPedrosa, Daniela-
Autor(es): dc.creatorFontes, Mario Madureira-
Autor(es): dc.creatorAraújo, Tânia-
Autor(es): dc.creatorMorais, Ceres Germanna Braga-
Autor(es): dc.creatorBettencourt, Teresa-
Autor(es): dc.creatorPestana, Pedro Duarte-
Autor(es): dc.creatorMorgado, Leonel-
Autor(es): dc.creatorCravino, José-
Data de aceite: dc.date.accessioned2022-02-15T14:09:42Z-
Data de disponibilização: dc.date.available2022-02-15T14:09:42Z-
Data de envio: dc.date.issued2021-09-13-
Data de envio: dc.date.issued2021-09-13-
Data de envio: dc.date.issued2021-06-
Data de envio: dc.date.issued2021-08-17-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/10400.2/11046-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/10400.2/11046-
Descrição: dc.descriptionSoftware engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students’ self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students’ perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.-
Descrição: dc.descriptionThis work was financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., and CIDTFF (UIDB/00194/2020) - Universidade de Aveiro, Portugal, via Stimulus of Scientific Employment – CEECIND/00986/2017 Individual Support 2017, and via project PTDC/CED-EDG/30040/2017. We would also like to thank all students and teachers who collaborated on this research.-
Descrição: dc.descriptioninfo:eu-repo/semantics/publishedVersion-
Idioma: dc.languageen-
Publicador: dc.publisherIEEE-
Relação: dc.relationinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/157369/PT-
Relação: dc.relationCEECIND/00986/2017-
Relação: dc.relationinfo:eu-repo/grantAgreement/FCT/9471 - RIDTI/151231/PT-
Direitos: dc.rightsopenAccess-
Palavras-chave: dc.subjectMetacognition-
Palavras-chave: dc.subjectE-learning-
Palavras-chave: dc.subjectSoftware engineering education-
Palavras-chave: dc.subjectSelf-regulated learning-
Palavras-chave: dc.subjectSimProgramming-
Título: dc.titleMetacognitive challenges to support self-reflection of students in online software engineering education-
Tipo de arquivo: dc.typeaula digital-
Aparece nas coleções:Repositório Aberto - Universidade Aberta (Portugal)

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