A Study of Web 2.0 Tools with Computer Programming Sharing and Citation and Its Effect to Learning in the Web-Based Environments

• Main Authors: Yu-Wei Chuang, 莊予瑋
• Other Authors: Wu-Yuin Hwang
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/84467578786391924879

碩士 === 國立中央大學 === 網路學習科技研究所 === 98 === Currently, with the popularity of the Web 2.0 concept and the sharing contents provided by users in the most websites, the programming courses that students were used to be taught with programming examples from lecturing provided by teaching or getting help from reference books. Those ways usually come up with the expert point of view and one-way lecturing mode for students to teach the programming examples. It is difficult to help students from their perspective, as well as to provide diverse programming examples for them. In this study, a web-based programming assisted system had been designed based on the Web 2.0 concepts (WPAS 2.0) for students. In order to let students freely share their learning contents by the WPAS 2.0, some tools were designed for helping them to accomplish that task, including: code annotation tool for annotating on programming code, code tagging tool which is based on folksonomy , code rating tool to let students evaluate others’ code, and code citation mechanism. Those tools were designed with the concept of Web 2.0 to assist students for sharing what they had learned, and to solve their programming problems further more. After a practical experiment was conducted in the classroom, the relationship between the programming learning activities and their effect on students’ learning achievements were studied in this research. The results had shown that the sharing platform was very useful and played an important role for students to get high activity achievements. But there was no instantly direct help for increasing students’ programming ability by sharing programming examples. Besides, students’ perceived viewpoints about WPAS 2.0 by questionnaires were investigated as well. At the end of the course, an in-depth interview was held to study some students who performed extremely contrarily in the class or had special behavior in the programming learning activities. Finally, some conclusions and suggestions are provided in order to help teaching and learning in programming courses with programming sharing system.