1. Increasing Commuter Students’ Sense of Belonging with Situated Learning in a First-year Computer Programming Course.
- Author
-
Liang, Lily R. and Kan, Rui
- Subjects
COMPUTER science students ,COGNITIVE styles ,COMPUTER programming ,PROFESSIONAL identity ,LEARNING communities - Abstract
This study examines the impact of a situated learning class framework on student learning and sense of belonging in a first-year introductory computer programming course offered at an urban commuter campus. The framework provided students opportunities to engage in hands-on activities embedded in authentic contexts facilitated or led by students from computer science clubs and a service-learning program. Our results suggest that 1) participation in peer interactions within the classroom helped students build learning communities and networks beyond the classroom and strengthened their development of a professional identity; 2) through redesigning curriculum and pedagogy to accommodate students’ needs and learning styles, college and university faculty may cultivate a collaborative culture and a sense of belonging at various levels: classroom, department, and campus. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF