Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/97224
Citations
Scopus Web of ScienceĀ® Altmetric
?
?
Type: Conference paper
Title: Identifying computer science self-regulated learning strategies
Author: Falkner, K.
Vivian, R.
Falkner, N.J.G.
Citation: ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference, 2014 / pp.291-296
Publisher: Association for Computing Machinery
Issue Date: 2014
ISBN: 9781450328333
Conference Name: 19th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2014) (23 Jun 2014 - 25 Jun 2014 : Uppsala, Sweden)
Statement of
Responsibility: 
Katrina Falkner, Rebecca Vivian and Nickolas J.G. Falkner
Abstract: Computer Science students struggle to develop fundamental programming skills and software development processes. Crucial to successful mastery is the development of discipline specific cognitive and metacognitive skills, including self-regulation. We can assist our students in the process of reflection and self-regulation by identifying and articulating successful self-regulated learning strategies for specific discipline contexts. However, in order to do so, we must develop an understanding of those discipline-specific strategies that are successful and can be readily adopted by students. In this paper, we analyse student reflections from an introductory software development course, identifying the usage of self-regulated learning strategies that are either specific to the software development domain, or articulated in that context. This study assists in the understanding of how Computer Science students develop learning skill within the discipline, and provides examples to guide the development of scaffolding activities to assist learning development.
Keywords: Computer Science Education; Self-regulation strategies
Rights: Copyright 2014 ACM
RMID: 0030007492
DOI: 10.1145/2591708.2591715
Appears in Collections:Computer Science publications

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.