Tracking Students’ Use of Self-Regulated Learning Strategies for Computer Programming in Teacher Education

This project aims to draw on the concept of self-regulated learning (SRL) to engage student teachers in goal setting, progress monitoring and strategic management through electronic portfolio (ePortfolio). Students’ use of SRL strategies to attain specific learning goals will be identified from a multitude of data sources, including their written reflective entries on the e-Portfolio platform, their eye-tracking and think-aloud data recorded in a computer lab, as well as their verbal feedback collected from semi-structured interviews. The project will investigate differences in the use of SRL strategies between high- and low-performing students and explore the relationship between students’ use of SRL strategies and their computer programming achievement. The findings of this project would contribute to: (1) better understanding of the significance of SRL strategies in developing students’ computer programming ability, and (2) further development of appropriate pedagogical strategies and adaptive learning tools for computer programming education.

Funding Source: RGC - General Research Fund (GRF)