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|Title:||Identifying computer science self-regulated learning strategies|
|Citation:||ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference, 2014 / pp.291-296|
|Publisher:||Association for Computing Machinery|
|Conference Name:||19th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2014) (23 Jun 2014 - 25 Jun 2014 : Uppsala, Sweden)|
|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|
|Appears in Collections:||Computer Science publications|
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