Paper Info
Title
Application of the Pedagogical and Andragogical Model in Web-Based Learning Instruction Among Non-major Computer Science Students' Learning Programming
Abstract
This study identified the pedagogical and and ragogical learning orientations preferred by non-major Computer Science students in one of the higher education institutions in Malaysia. The pedagogical and and ragogical learning orientation model differs in six assumptions about learners, which are: the learner's need to know, self concept, existing experience, readiness to learn, orientation to learning, and motivation [1]. Questionnaires were developed and distributed among 262 undergraduate students in non-major Computer Science Faculty who took the Introduction to Programming Language course. Descriptive analyses have also been conducted (alpha - 0.958), and the results showed that a majority of the sample in this study (246 respondents or 93.9%) stay under Stage 2 in the four stages of learning development. This means that the respondents had a high preference for pedagogical as well as and ragogical learning orientations. Data collected shows that non-major Computer Science students in the age range of 18 to 24 are able to work independently since their self-concept had progressed to the self-directed learning phase. However, they still need guidance from their lecturers. These findings were used to develop a prototype of an individualized online learning environment based on the pedagogy and and ragogy as its foundational model. Learners in Stage 2 need goal-setting, learning strategies, and evaluation to be set by the teacher. The online learning environment allowed the student to explore her learning modules from easy to hard levels. However, students were allowed to continue to the next module even though their performance was not yet at the passing level. This is based on and ragogical theory, that they are dependent learners with a moderate level of self-directedness. Additional learning materials were also provided that could be freely explored by learners at their own pace. The prototype was tested among one group of 32 students in the Faculty of Educa- ion in the course Introduction to Programming using Pre-Experimental Research Design. The statistical analysis conducted indicated that the application of the pedagogical and and ragogical Model in web based instruction had a positive effect on learners' outcomes.
Year
DOI
Venue
2014
10.1109/LaTiCE.2014.27
Teaching and Learning in Computing and Engineering
Keywords
Field
DocType
computer aided instruction,computer science education,educational courses,further education,programming,faculty of education,web based instruction,web-based learning instruction,andragogical model,higher education institutions,individualized online learning environment,introduction to programming language course,learning development,learning programming,learning strategy,nonmajor computer science faculty,nonmajor computer science students,pedagogical learning orientation model,pedagogical model,ragogical learning orientation model,self-directed learning phase,undergraduate students,andragogy,learning programming for non-majors,pedagogy,computer languages,prototypes
Experiential learning,Educational technology,Learning sciences,Active learning,Collaborative learning,Computer science,Synchronous learning,Mathematics education,Cooperative learning,Blended learning
Conference
ISSN
Citations 
PageRank 
2377-0309
0
0.34
References 
Authors
0
3
Name
Order
Citations
PageRank
Norah Md Noor112.46
Jamalludin Harun233.14
Baharuddin Aris332.91