A conceptual framework for teaching computational thinking in personalized OERs

Interests towards teaching programming skills have risen recently in the realm of computing education. Learning how to program not only enables learners to develop computing applications, but it can also enhance learners’ computational thinking (CT) practice. CT refers to learners’ ability to approa...

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Bibliographic Details
Published in:Smart learning environments 2020-02, Vol.7 (1), p.1-19, Article 6
Main Authors: Moon, Jewoong, Do, Jaewoo, Lee, Daeyeoul, Choi, Gi Woong
Format: Article
Language:English
Subjects:
Computation
Computational Thinking
Computers and Education
Education
Individual Differences
Learning
Learning Analytics
Learning Experience
Literacy
Open Educational Resource
Personalization
Programming
Skills
Teaching Methods
Towards enhancing learning using open educational resources
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Summary:Interests towards teaching programming skills have risen recently in the realm of computing education. Learning how to program not only enables learners to develop computing applications, but it can also enhance learners’ computational thinking (CT) practice. CT refers to learners’ ability to approach ill-structured tasks systematically based on algorithmic thinking in computing. Along with growing academic interests towards CT in recent studies, researchers have emphasized the role of teaching programming in facilitating learners’ problem-solving skills. Emerging OERs have expanded learners’ opportunities to engage in hands-on programming exercises; yet a challenge still remains as to how learners’ programming exercises can be tailored to accommodate individual differences in terms of learners’ digital literacy skills. There is still a lack of in-depth discussions on how to support learners’ personalized learning experiences during programming exercises associated with CT. This study hence proposes a conceptual framework that seeks to consider how to promotelearners’ personalized learning experiences and enhance their CT skills in OERs. Through extensive reviewing of literature, this study provides several implications for further research.
ISSN:2196-7091
2196-7091
DOI:10.1186/s40561-019-0108-z