Maximizing academic self-efficacy in an online course on application programming for business students: A COVID-19 experience
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The document discusses strategies to enhance academic self-efficacy among business students undertaking an online programming course during the COVID-19 pandemic. It highlights the importance of mastery experiences, social modeling, and social persuasion in fostering self-efficacy, while detailing specific tools and techniques used to improve student engagement and learning outcomes. The author emphasizes the impact of remote learning conditions and presents various instructional strategies to support students' psychological and cognitive needs.
Maximizing academic self-efficacy in an online course on application programming for business students: A COVID-19 experience
- 1. Maximizing academic self-efficacy in an online course on application programming for business students: A COVID-19 experience Joseph Benjamin ILAGAN John Gokongwei School of Management Loyola Schools Ateneo de Manila University October 5, 2020
- 2. 2 Hello!I am Joben Ilagan Co-Program Director IT Entrepreneurship Program John Gokongwei School of Management Ateneo de Manila University You can email me at jbilagan@ateneo.edu
- 3. Challenge
- 4. 4 Python programming to non-Computer Science majors in five (5) weeks Self-efficacy low as inferred from informal feedback from the students
- 5. Self- efficacy Judgments of one's abilities given field with new, unpredictable, and stressful aspects (Bandura, 1977) 5
- 6. 6 Perceived self-efficacy is one of the largest predictors of academic performance (Eom, Wen, & Ashill, 2006; Downing, 2009; Hodges, 2008)
- 7. 7 COVID-19: ECQ-GCQ Remote learning Limited access to teachers Limited access to fellow students Social aspect of learning is somehow impaired Social aspect of learning (Vygotsky, 1978) Risk of impacting learning
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- 9. 9 M.G. Moore's Transactional Distance Refers to physical (especially in distance learning), pedagogical and psychological gaps, particularly between instructor and student and among students. (Moore & Kearsley, 2011)
- 10. 10 Three Dimensions of Transactional Distance (Shearer 2009)
- 11. 11 Three Dimensions of Transactional Distance (Shearer 2009)
- 12. Four sources of self-efficacy Mastery Experiences Enactive mastery experiences Performance accomplishments Previous/successful experiences 12 (Bandura, 1977, as cited by Hodges, 2008)
- 13. Four sources of self-efficacy Mastery Experiences Enactive mastery experiences Performance accomplishments Previous/successful experiences Social Modeling Vicarious experiences Knowledge of how others performed at a similar task 13 (Bandura, 1977, as cited by Hodges, 2008)
- 14. Four sources of self-efficacy Mastery Experiences Enactive mastery experiences Performance accomplishments Previous/successful experiences Social Modeling Vicarious experiences Knowledge of how others performed at a similar task 14 Social Persuasion Verbal Persuasion (Bandura, 1977, as cited by Hodges, 2008)
- 15. Four sources of self-efficacy Mastery Experiences Enactive mastery experiences Performance accomplishments Previous/successful experiences Social Modeling Vicarious experiences Knowledge of how others performed at a similar task 15 Social Persuasion Verbal Persuasion Psychological States Stress, emotion, mood (Bandura, 1977, as cited by Hodges, 2008)
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- 17. 17 Students and Class Setup 28 2nd Year BS Management Engineering Students Generally no problem with online class access Class was asynchronous (only one sync class) Canvas Free for Teachers LMS Videos uploaded to YouTube as Unlisted Facebook Groups for informal announcements Facebook Groups for light chat Zoom for consultations
- 18. 18 Service Level Mindset Less than half a day response time Less than a day resolution time
- 19. 19 Production Setup Open Broadcast Software (OBS) for Mac OS NDI Camera (Wifi) for the iPhone AirServer to broadcast iPad screens to the Macbook Pro iPad Notability App iPad Annotations using Apple Pencil
- 20. 20 OBS console
- 22. 22 iPad window
- 23. ScaffoldingCognitive processing support provided by instruction in order to allow them to learn complex ideas that exceed what they could learn based solely on their own current cognitive capabilities. (Vygotsky, 1978; Ragan & Smith 1999, as cited by Schutt, 2003) 23
- 24. 24 CONTENT ASSESSMENT DELIVERY MANAGEMENT Mastery Experiences Scaffolding; 15-minute videos make absorption more manageable; Start with Digital, Command Line, Binary, Hex, etc. Relate material to what they already know. Embedded tutorials; Easy tasks as warm up Canvas LMS YouTube Videos Pre-course survey conducted on past programming and business background + expectations of the course; Informal announcements on FB; Formal on Canvas
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- 32. 32 Looks like an actual receipt
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- 37. 37 CONTENT ASSESSMENT DELIVERY MANAGEMENT Vicarious experience Live-coding videos show how the instructor made mistakes and how to recover from these Previous classes share their notebooks to prepare the current students for tests Discussion Boards to encourage people to share their solutions Chat groups to help clarify solutions and other concerns and discuss career options
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- 39. 39 Computational Thinking (CT) approach to problem solving that consolidates logic skills with core computer science concepts
- 40. 40 CONTENT ASSESSMENT DELIVERY MANAGEMENT Social Persuasion Sample notebooks from a previous batch are handed down to the current students. Discussion boards have solution shared by classmates. Provide timely feedback; Assessment questions with real-world relevance and familiarity. Synchronous consultations on the Final Project involve the instructor assessing feasibility and explaining how things could be started. Facebook Groups for informal announcement and sharing; Facebook Messenger for group consultations; Zoom for synchronous consultations Teachers do not have to be friends with students (Wang, Woo, & Quek, 2012)
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- 42. 42 CONTENT ASSESSMENT DELIVERY MANAGEMENT Physiological State Inject humor in the examples Share memes via FB Groups Relaxed deadlines; For assignments, unlimited tries to submit Use a lot of metaphors Discuss previous difficult exercises Check pulse/sentiment via Facebook (seems friendlier; take advantage of affordances) Create the impression that the teacher is more approachable (Wang, Woo, & Quek, 2012)
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- 44. Final Projects
- 45. Gaw A., Lim D., Mearns J., & Ong J.H. (2020) Philippine Budget and Procurement Data Analysis 45
- 46. Ang, M., Chan, I., Chua, A.J., See, E., & Vicedo, R. (2020) Code to create end-of-day stock information from the Philippine Stock Exchange 46
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- 48. 48 Thanks!Any questions? You can email me at: ⊚ jbilagan@ateneo.edu
- 49. 49 References AteneoBlueCloud. https://ateneobluecloud.ateneo.edu/?fbclid=IwAR0OMzxYfAHRtXxVCZUw_mXAsZtENfoiLDLLUQLvj0_JTWF6h_xl8z 7acog. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychology Review, 84(2), 191–215. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The clearing house, 83(2), 39-43. Clifford, B. (2018). Understanding Disinterest: How Online Undergraduate Students Perceive And Respond To Disengaged Faculty Members. 99. https://dune.une.edu/theses Dougherty, K. D., & Andercheck, B. (2014). Using Facebook to Engage Learners in a Large Introductory Course. Teaching Sociology, 42(2), 95–104. https://doi.org/10.1177/0092055X14521022 Eger, L. (2015). Is Facebook a Similar Learning Tool for University Students as LMS? Procedia - Social and Behavioral Sciences, 203, 233–238. https://doi.org/10.1016/j.sbspro.2015.08.287 Downing, K. J. (2009). Self-efficacy and Metacognitive Development. International Journal of Learning, 16(4). Eom, S. B., Wen, H. J., & Ashill, N. (2006). The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences Journal of Innovative Education, 4(2), 215–235.
- 50. 50 References Feng, M., Heffernan, N., & Koedinger, K. (2009). Addressing the assessment challenge with an online system that tutors as it assesses. User Modeling and User-Adapted Interaction, 19(3), 243–266. https://doi.org/10.1007/s11257-009-9063-7 Hodges, C. B. (2008). Self‐efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3‐4), 7-25. Kurt, S. (2019). TPACK: Technological Pedagogical Content Knowledge Framework - Educational Technology. Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/ Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning. Qualls, J. A., & Sherrell, L. B. (2010). Why computational thinking should be integrated into the curriculum. Journal of Computing Sciences in Colleges, 25(5), 66-71. Rodrigo, M. M. T., Baker, R. S. J. D., & Nabos, J. Q. (2010). The relationships between sequences of affective states and learner achievement. Proceedings of the 18th International Conference on Computers in Education: Enhancing and Sustaining New Knowledge Through the Use of Digital Technology in Education, ICCE 2010, 56–60.
- 51. 51 References Shearer, R. L. (2009). Transactional distance and dialogue: An exploratory study to refine the theoretical construct of dialogue in online learning. Schutt, M. (2003). Scaffolding for Online Learning Environments: Instructional Design Strategies that Provide Online Learner Support. Educational Technology: The Magazine for Managers of Change in Education, 43(6), 28–35. Smith, P. L., & Ragan, T. J. (2004). Instructional design. John Wiley & Sons. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1997). The collected works of LS Vygotsky: Problems of the theory and history of psychology (Vol. 3). Springer Science & Business Media. Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438. https://doi.org/10.1111/j.1467-8535.2011.01195.x
- 52. 52 References Weinstein, C. E., Zimmermann, S. A., & Palmer, D. R. (1988). Assessing Learning Strategies: the Design and Development of the Lassi. In Learning and Study Strategies. ACADEMIC PRESS, INC. https://doi.org/10.1016/b978-0-12-742460-6.50009-8 Weinstein, C. E., Palmer, D., & Schulte, A. C. (1987). Learning and study strategies inventory (LASSI). Clearwater, FL: H & H Publishing. Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.