Learning programming online: Influences of various types of feedback on programming performances
This article draws on a one-semester online programming course to determine the relationships between the types of feedback that students received and their programming performances. An explorative study was designed including both quantitative and qualitative data. Participants were 15 second-year students enrolled at an Information Technology department of a public university who received weekly programming problems as projects. The instructor provided various types of feedback (corrective, confirmatory, explanatory, diagnostic and expanded feedback) to the students via Github. The results showed that; when the students who received corrective and explanatory feedback more, the programming performance scores were high. A strong positive relationship existed between a total amount of feedback with programming performance scores, also a number of times that students received explanatory feedback and programming performance scores. In addition, while the positive correlations existed between programming performance scores and the amount of all types of feedback, there was a weak correlation between the number of times that students received expanded feedback and programming performance scores. The difficulty of the programming projects, the needs of the participants and the affordances of the online learning environment played key role in the students’ preference for receiving feedback type. Recommendations for future research and practice are included.
Copyright (c) 2020 Ünal ÇAKIRO?LU, Samet ATABA?, Do?ukan SARIYALÇINKAYA, ?brahim Enes Öner
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).