Skip to main content
Springer Nature Link
Log in

Applying web-mediated co-curricular learning and phenomenon-based learning to improve students’ programming skills and self-efficacy in an online programming course

  • Long Paper
  • Published:
Universal Access in the Information Society Aims and scope Submit manuscript

Abstract

Aiming to develop practical programming skills and self-efficacy of students in an online learning environment, two teaching approaches were integrated using co-curricular learning (CCL) and phenomenon-based learning (PhBL); their effects on first-year university students’ learning were investigated. The researchers conducted a quasi-experiment to investigate the effects of web-mediated CCL and PhBL using a 2 (CCL vs. non-CCL) × 2 (PhBL vs. non-PhBL) factorial pretest/posttest experimental design. The experimental groups comprised the first class (G1) which simultaneously received the web-mediated CCL and PhBL intervention, the second class (G2) which only received the web-mediated CCL intervention, and the third class (G3) which only received the web-mediated PhBL intervention, while the control group (G4) received a traditional teaching approach (non-CCL and non-PhBL). The study results showed that students who received web-mediated CCL had significant increase in their programming skills. In addition, students who received web-mediated PhBL exhibited significantly better development of self-efficacy at the end of the semester. Thus, it is expected that the design of integrating CCL and PhBL in an online programming course could provide references for educators and teachers conducting online, flipped, or hybrid courses.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  1. Aagaard, J.: Drawn to distraction: a qualitative study of off-task use of educational technology. Comput. Educ. 87, 90–97 (2015)

    Article  Google Scholar 

  2. Abdous, M.H.: Designing online courses as a team: a team-based approach model. Int. J. Online Pedagog. Course Des. 10(1), 61–73 (2020)

    Article  Google Scholar 

  3. Adeyemo, S.A.: The relationship between students’ participation in school based extracurricular activities and their achievement in physics. Int. J. Sci. Technol. Educ. Res. 1(6), 111–117 (2010)

    Google Scholar 

  4. Akar, S.G.M., Altun, A.: Individual differences in learning computer programming: a social cognitive approach. Contemp. Educ. Technol. 8(3), 195–213 (2017)

    Google Scholar 

  5. Ahmed, R.A.M.S., Sardasht, M., Mahmood, R., Nabi, R.M., Hussein, D.L.: The impact of teaching materials on learning computer programming languages in Kurdistan region universities and institutes. Kurdistan J. Appl. Res. 3(1), 27–33 (2018)

    Article  Google Scholar 

  6. Anderman, L.H.: Academic and social perceptions as predictors of change in middle school. J. Exp. Educ. 72(1), 5–22 (2008)

    Article  Google Scholar 

  7. Ansio, H., Seppälä, P., Houni, P.: Teachers’ experiences and perceptions of a community music project: Impacts on community and new ways of working. International Journal of Education & the Arts, 18(37). Retrieved November 23, 2018, (2017) from http://www.ijea.org/v18n37/

  8. Appleton, J.J., Christenson, S.L., Furlong, M.J.: Student engagement with school: critical conceptual and methodological issues of the construct. Psychol. Sch. 45, 369–386 (2008)

    Article  Google Scholar 

  9. Augusto, J., Kramer, D., Alegre, U., Covaci, A., Santokhee, A.: The user-centered intelligent environments development process as a guide to co-create smart technology for people with special needs. Univ. Access Inf. Soc. 17(1), 115–130 (2018)

    Article  Google Scholar 

  10. Bandura, A.: Self-efficacy: toward a unifying theory of behavioral change. Psychol. Rev. 84(2), 191–215 (1977)

    Article  Google Scholar 

  11. Bandura, A.: Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Englewood Cliffs, NJ (1986)

    Google Scholar 

  12. Bartkus, K.R., Nemelka, B., Nemelka, M., Gardner, P.: Clarifying the meaning of extracurricular activity: a literature review of definitions. Am. J. Bus. Educ. 5(6), 693–704 (2012)

    Google Scholar 

  13. Bobrowsky, M.: Q: How can I make science fun and have students learn more by using phenomenon-based learning? Sci. Child. 56(2), 70 (2018)

    Article  Google Scholar 

  14. Castellanos, H., Restrepo-Calle, F., González, F.A., Echeverry, J.J.R.: Understanding the relationships between self-regulated learning and students source code in a computer programming course. In Frontiers in Education Conference (pp. 1–9). IEEE (2017)

  15. Cheng, Y.P., Shen, P.D., Hung, M.L., Tsai, C.W., Lin, C.H., Hsu, L.C. (in press). Applying online content-based knowledge awareness and team learning to develop students’ programming skills, reduce their anxiety, and regulate cognitive load in a cloud classroom. Universal Access in the Information Society, Retrieved September 8, 2021, from https://doi.org/10.1007/s10209-020-00789-6

  16. Daniyal, M., Nawaz, T., Hassan, A., Mubeen, I.: The effect of co-curricular activities on the academic performances of the students: a case study of the Islamia University of Bahawalpur, Pakistan. Bulg. J. Sci. Educ. Policy 6(2), 257–272 (2012)

    Google Scholar 

  17. Deardorff, D., Pysarchik, D.T., Yun, Z.S.: Towards effective international learning assessment: principles, design and implementation. Retrieved November 23, 2018, (2009) from http://secretariageneral.univalle.edu.co/consejo-academico/temasdediscusion/2014/Documentos_de_interes_general/Lecturas_Internacionalizacion/Measuring%20internasionalisation%20EAIE.pdf

  18. Drayton, S.J., Weeda, E.R., Avery, L.M., Penland, B., Knight, J.: Impact of a co-curricular, e-learning activity on pharmacy student knowledge of laboratory values. Curr. Pharm. Teach. Learn. 11(1), 87–93 (2019)

    Article  Google Scholar 

  19. Elias, K., Drea, C.: The co-curricular record: Enhancing a postsecondary education. College Quarterly, 16 (1), Retrieved November 23, 2018, (2013) from https://files.eric.ed.gov/fulltext/EJ1016461.pdf

  20. Finnish National Board of Education.: Retrieved December 5, 2018, (2016) from https://www.oph.fi/english/education_development/current_reforms/curriculum_reform_2016

  21. Flanigan, A.E., Kiewra, K.A.: What college instructors can do about student cyber-slacking. Educ. Psychol. Rev. 30(2), 585–597 (2018)

    Article  Google Scholar 

  22. Fontaine, S.J., Cook, S.M.: Co-curricular engagement for non-traditional online learners. Online Journal of Distance Learning Administration, 17(3), Retrieved November 23, 2018, (2014) from https://www.westga.edu/~distance/ojdla/fall173/fontaine_cook173.html

  23. Fox, L.M., Sease, J.M.: Impact of co-curricular involvement on academic success of pharmacy students. Curr. Pharm. Teach. Learn. 11(5), 461–468 (2019)

    Article  Google Scholar 

  24. Francis, C., Breland, T.A., Østergaard, E., Lieblein, G., Morse, S.: Phenomenon-based learning in agroecology: a prerequisite for transdisciplinarity and responsible action. Agroecol. Sustain. Food Syst. 37(1), 60–75 (2013)

    Google Scholar 

  25. Garavalia, L.S., Chan, L., Ortiz, M., Muniz-Delgado, M., Martinez, J.F.: Student-led co-curricular medical Spanish training in a pharmacy professional program. Curr. Pharm. Teach. Learn. 9(4), 644–651 (2017)

    Article  Google Scholar 

  26. Gettig, J.P., Fjortoft, N. (in press). Students’ descriptions of their collective co-curricular learning mapped to outcomes. American Journal of Pharmaceutical Education, 85(6), Retrieved September 8, 2021, (2021) from https://www.ajpe.org/content/early/2020/07/15/ajpe7825?versioned=true

  27. Goralnik, L., Thorp, L., Rickborn, A.: Food system field experience: STEM identity and change agency for undergraduate sustainability learners. J. Exp. Educ. 41(3), 312–328 (2018)

    Google Scholar 

  28. Gratz, E., Looney, L.: Faculty resistance to change: an examination of motivators and barriers to teaching online in higher education. Int. J. Online Pedagog. Course Des. 10(1), 1–14 (2020)

    Article  Google Scholar 

  29. Guest, A., Schneider, B.: Adolescents’ extracurricular participation in context: the mediating effects of schools, communities, and identity. Sociol. Educ. 76, 89–105 (2003)

    Article  Google Scholar 

  30. Hammad, M., Alnabhan, M., Doush, I.A.A., Alsalem, G.M., Al-Alem, F.A., Al-Awadi, M.M.: Evaluating usability and content accessibility for e-learning websites in the Middle East. Int. J. Technol. Human Interact. 16(1), 54–62 (2020)

    Article  Google Scholar 

  31. Henritius, E., Löfström, E., Hannula, M.S.: University students’ emotions in virtual learning: a review of empirical research in the 21st century. Br. J. Educ. Technol. 50(1), 80–100 (2019)

    Article  Google Scholar 

  32. Hong, J.C., Hwang, M.Y., Szeto, E., Tsai, C.R., Kuo, Y.C., Hsu, W.Y.: Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Comput. Hum. Behav. 55, 214–222 (2016)

    Article  Google Scholar 

  33. Hooshyar, D., Ahmad, R.B., Yousefi, M., Fathi, M., Horng, S.J., Lim, H.: SITS: a solution-based intelligent tutoring system for students’ acquisition of problem-solving skills in computer programming. Innov. Educ. Teach. Int. 55(3), 325–335 (2018)

    Article  Google Scholar 

  34. Hsia, L.H., Huang, I., Hwang, G.J.: Effects of different online peer-feedback approaches on students’ performance skills, motivation and self-efficacy in a dance course. Comput. Educ. 96, 55–71 (2016)

    Article  Google Scholar 

  35. Hu, Y.L., Ching, G.S., Chao, P.C.: Taiwan student engagement model: conceptual framework and overview of psychometric properties. Int. J. Res. Stud. Educ. 1(1), 69–90 (2012)

    Google Scholar 

  36. Huang, Y.R., Chang, S.M.: Academic and co-curricular involvement: their relationship and the best combinations for student growth. J. Coll. Stud. Dev. 45(4), 391–406 (2004)

    Article  Google Scholar 

  37. Irican, E.S.: A comparative study on basic education curricula of Finland and Turkey in foreign language teaching. Int. J. Curric. Instr. 9(2), 137–156 (2017)

    Google Scholar 

  38. Jagathkar, A.: Building India, A country of innovations. IARS' International Research Journal, 9(1). Retrieved October 12, 2020, (2019) from https://researth.iars.info/index.php/curie/article/view/99/77

  39. Jeske, H.J., Lall, M., Kogeda, O.P.: A real-time plagiarism detection tool for computer-based assessments. J. Inf. Technol. Educ. Innov. Pract. 17, 23–35 (2018)

    Google Scholar 

  40. Kaarakainen, M.T., Kivinen, O., Vainio, T.: Performance-based testing for ICT skills assessing: a case study of students and teachers’ ICT skills in Finnish schools. Univ. Access Inf. Soc. 17(2), 349–360 (2018)

    Article  Google Scholar 

  41. Kariyana, I., Maphosa, C., Mapuranga, B.: The influence of learners’ participation in school co-curricular activities on academic performance: assessment of educators’ perceptions. J. Soc. Sci. 33(2), 137–146 (2012)

    Google Scholar 

  42. Kaur, H.: The way forward—scope of blended learning in post-Covid scenario. Acad. Canvas: Int. J. Engl. Stud. 1(1), 109–114 (2020)

    Google Scholar 

  43. King, J.M., Anderson, D.M.: Developmentally speaking: a practitioner’s guide to a learning centered co-curricular activities program. Coll. Stud. Aff. J. 24(1), 91–100 (2004)

    Google Scholar 

  44. Labăr, A.V., Țepordei, A.M.: The interplay between time perspective, internet use and smart phone in-class multitasking: A mediation analysis. Comput. Hum. Behav. 93, 33–39 (2019)

    Article  Google Scholar 

  45. Lai, C.L., Hwang, G.J.: A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Comput. Educ. 100, 126–140 (2016)

    Article  Google Scholar 

  46. Lee, V.C.S., Yu, Y.T., Tang, C.M., Wong, T.L., Poon, C.K.: ViDA: A virtual debugging advisor for supporting learning in computer programming courses. J. Comput. Assist. Learn. 34(3), 243–258 (2018)

    Article  Google Scholar 

  47. Leung, C.H., Ng, C.W.R., Chan, P.O.E.: Can co-curricular activities enhance the learning effectiveness of students? An application to the sub-degree students in Hong Kong. Int. J. Teach. Learn. High. Educ. 23(3), 329–341 (2011)

    Google Scholar 

  48. Ley, T.: Knowledge structures for integrating working and learning: A reflection on a decade of learning technology research for workplace learning. Br. J. Edu. Technol. 51(2), 331–346 (2020)

    Article  Google Scholar 

  49. Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., Sierra-Sánchez, V.: The technological challenge facing higher education professors: perceptions of ICT tools for developing 21st century skills. Sustainability 12(13), 5339 (2020)

    Article  Google Scholar 

  50. Lin, J.W., Tsai, C.W., Hsu, C.C.: (in press). A comparison of computer-based and game-based formative assessments: A long-term experiment. Retrieved September 12, 2021, (2021) from Interactive Learning Environments, https://www.tandfonline.com/doi/pdf/https://doi.org/10.1080/10494820.2020.1815219?needAccess=true.

  51. Lu, O.H., Huang, J.C., Huang, A.Y., Yang, S.J.H.: Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course. Interact. Learn. Environ. 25(2), 220–234 (2017)

    Article  Google Scholar 

  52. Luxton-Reilly, A., Adelakun-Adeyemo, O.: Confirmation bias and other flaws in citing pass rate studies. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 1 (pp. 575–581) (2021)

  53. Malik, S.I., Coldwell-Neilson, J.: A model for teaching an introductory programming course using ADRI. Educ. Inf. Technol. 22(3), 1089–1120 (2017)

    Article  Google Scholar 

  54. Marsh, H.W., Kleitman, S.: Extracurricular activities: The good, the bad, and the nonlinear. Harv. Educ. Rev. 72, 464–512 (2002)

    Article  Google Scholar 

  55. Martin, N.L., Soares, A.: The introductory programming course: A game design approach for the e-learning environment. In: Global, I.G.I. (ed.) Gamification-Based E-Learning Strategies for Computer Programming Education, pp. 79–104. Pennsylvania (2017)

  56. Northey, G., Govind, R., Bucic, T., Chylinski, M., Dolan, R., van Esch, P.: The effect of “here and now” learning on student engagement and academic achievement. Br. J. Edu. Technol. 49(2), 321–333 (2018)

    Article  Google Scholar 

  57. Oberfoell, A., Correia, A.: Understanding the role of the modality principle in multimedia learning environments. J. Comput. Assist. Learn. 32(6), 607–617 (2015)

    Article  Google Scholar 

  58. Østergaard, E., Lieblein, G., Breland, T.A., Francis, C.: Students learning agroecology: phenomenon-based education for responsible action. J. Agric. Educ. Ext. 16(1), 23–37 (2010)

    Article  Google Scholar 

  59. Paul, L.C., Hilary, K.Y., Alan, H.H., Lu, M., Bernardo, Y.W.: eLearning technology and the advancement of practical constructivist pedagogies: illustrations from classroom observations. Educ. Inf. Technol. 26(1), 89–101 (2021)

    Article  Google Scholar 

  60. Perera, C.J., Zainuddin, Z., Piaw, C.Y., Cheah, K.S., Asirvatham, D.: The pedagogical frontiers of urban higher education: blended learning and co-lecturing. Educ. Urban Soc. 52(9), 1305–1329 (2020)

    Article  Google Scholar 

  61. Pintrich, P.R.: A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Retrieved November 23, 2018, (1991) from https://files.eric.ed.gov/fulltext/ED338122.pdf

  62. Polykalas, S.E., Prezerakos, G.N., Vlachos, K.G., & Oikonomou, K.: Introduction to robotics for novice users: A case study from summer schools in Greece. European Journal of Engineering Research and Science, Retrieved November 23, 2018, (2018) from https://www.ejers.org/index.php/ejers/article/view/640/252

  63. Purcell, K., Heaps, A., Buchanan, J., Friedrich, L.: Part III: bringing technology into the classroom. Retrieved September 10, 2021, (2013) from http://www.pewinternet.org/2013/02/28/part-iii-bringing-technology-into-the-classroom/

  64. Qian, Y., Lehman, J.: Students’ misconceptions and other difficulties in introductory programming: a literature review. ACM Trans. Comput. Educ. 18(1), 1–24 (2017)

    Article  Google Scholar 

  65. Ritchie, L., Williamon, A.: Primary school children’s self-efficacy for music learning. J. Res. Music Educ. 59(2), 146–161 (2011)

    Article  Google Scholar 

  66. Robins, A., Rountree, J., Rountree, N.: Learning and teaching programming: A review and discussion. Comput. Sci. Educ. 13(2), 137–172 (2003)

    Article  Google Scholar 

  67. Rogerson, C., Scott, E.: The fear factor: how it affects students learning to program in a tertiary environment. J. Inf. Technol. Educ. Res. 9(1), 147–171 (2010)

    Google Scholar 

  68. Silander, P. (2015). Rubric for Phenomenon Based Learning. Retrieved December 5, 2018, from http://www.phenomenaleducation.info/phenomenon-based-learning.html

  69. Skaalvik, E.M., Federici, R.A., Klassen, R.M.: Mathematics achievement and self-efficacy: relations with motivation for mathematics. Int. J. Educ. Res. 72, 129–136 (2015)

    Article  Google Scholar 

  70. Sola-Martínez, T., Trujillo-Torres, J.M.: Reflections on e-course design: a research focused on in-service primary and secondary teachers. Int. J. Online Pedagog. Course Des. 11(1), 36–52 (2021)

    Article  Google Scholar 

  71. Soot, A., Leijen, A.: Designing support for reflection activities in tertiary dance education. Procedia Soc. Behav. Sci. 45, 448–456 (2012)

    Article  Google Scholar 

  72. Stirling, A.E., Kerr, G.A.: Creating meaningful co-curricular experiences in higher education. J. Educ. Soc. Policy 2(6), 1–7 (2015)

    Google Scholar 

  73. Storey, K.L.: Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students. National-Louis University, Chicago (2010)

    Google Scholar 

  74. Stoyanov, S.R., Hides, L., Kavanagh, D.J., Zelenko, O., Tjondronegoro, D., Mani, M.: Mobile app rating scale: a new tool for assessing the quality of health mobile apps. JMIR mHealth and uHealth, 3(1), e27 (2018). Retrieved November 23, 2018, from https://mhealth.jmir.org/2015/1/e27/

  75. Suhonen, P.: The Finnish double flip–coding lessons. In UAS Master Symposium IV, Retrieved November 23, 2018, (2016) from http://www.prizz.fi/sites/default/files/asiakaskuvat/hyvaksi/SAMK_YAMK_Symposium_julkaisu.pdf

  76. Suskie, L.: Introduction to measuring co-curricular learning. New Dir. Inst. Res. 2014(164), 5–13 (2015)

    Google Scholar 

  77. Symeonidis, V., Schwarz, J.F.: Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: the recent curriculum reform in Finland. Forum Oświatowe 28(2), 31–47 (2016)

    Google Scholar 

  78. Taksin, P., Wongchan, J., Karamee, A.: Participation in co-curricular activities of undergraduate nursing students attending the leadership promoting program based on self-directed learning approach. Int. J. Soc. Behav. Educ. Econ. Bus. Ind. Eng. 10(6), 1951–1956 (2016)

    Google Scholar 

  79. Tongsoong, S., Jermtaisong, R.: Learning management through the combination of STEAM Education and phenomenon-based learning to develop creative thinking of secondary 6 (grade 12) students. In: 6th UPI International Conference on TVET 2020 (TVET 2020), pp. 341–345. Atlantis Press, Amsterdam (2021)

    Google Scholar 

  80. Tsai, C.W., Shen, P.D., Chiang, I.C., Chen, W.Y., Chen, Y.F.: Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning. Interact. Learn. Environ. 26(6), 815–826 (2018)

    Article  Google Scholar 

  81. Tsai, M.C., Shen, P.D., Chen, W.Y., Hsu, L.C., Tsai, C.W.: Exploring the effects of web-mediated activity-based learning and meaningful learning on improving students’ learning effects, learning engagement, and academic motivation. Univ. Access Inf. Soc. 19(4), 783–798 (2020)

    Article  Google Scholar 

  82. Turrentine, C., Esposito, T., Young, M.D., Ostroth, D.D.: Measuring educational gains from participation in intensive co-curricular experiences at Bridgewater State University. J. Assess. Inst. Eff. 2(1), 30–54 (2012)

    Google Scholar 

  83. Valanne, E.A., Al Dhaheri, R.M., Kylmalahti, R., Sandholm-Rangell, H.: Phenomenon Based Learning Implemented in Abu Dhabi School Model. Int. J. Hum. Soc. Sci. 9(3), 1–17 (2017)

    Google Scholar 

  84. van Dinther, M., Dochy, F., Segers, M.: Factors affecting students’ self-efficacy in higher education. Educ. Res. Rev. 6(2), 95–108 (2011)

    Article  Google Scholar 

  85. Veerasamy, A.K., D’Souza, D., Lindén, R., Laakso, M.: Relationship between perceived problem-solving skills and academic performance of novice learners in introductory programming courses. J. Comput. Assist. Learn. 35(2), 246–255 (2019)

    Article  Google Scholar 

  86. Villalobos, A.S., Dulce, A.J.C., Fontilar, L.J., Gutierrez, D.M.C., Sawali, R.A.C.V., Almero-Encio, H.: Benefits of co-curricular activities to academic performance of financial and management accounting students. Asia Pac. J. Educ. Arts Sci. 3(1), 83–93 (2016)

    Google Scholar 

  87. Voogt, J., Roblin, N.P.: A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. J. Curric. Stud. 44(3), 299–321 (2012)

    Article  Google Scholar 

  88. Wakil, K., Rahman, R., Hasan, D., Mahmood, P., Jalal, T.: Phenomenon-based learning for teaching ICT subject through other subjects in primary schools. J. Comput. Educ. Res. 7(13), 205–212 (2019)

    Article  Google Scholar 

  89. West, J., Vadiee, N., Sutherland, E., Kaye, B., Baker, K.: Making STEM accessible and effective through NASA Robotics Programs. Tribal College Journal of American Indian Higher Education, 29(4), Retrieved November 23, 2018 (2018) from https://tribalcollegejournal.org/making-stem-accessible-and-effective-through-nasa-robotics-programs/

  90. Winslow, L.E.: Programming pedagogy—a psychological overview. SIGCSE Bull. 28(3), 17–22 (1996)

    Article  Google Scholar 

  91. Wu, J., Mei, W., Ugrin, J.C.: Student cyberloafing in and out of the classroom in china and the relationship with student performance. Cyberpsychol. Behav. Soc. Netw. 21(3), 199–204 (2018)

    Article  Google Scholar 

  92. Zhu, Y.Q., Chen, L.Y., Chen, H.G., Chern, C.C.: How does Internet information seeking help academic performance? The moderating and mediating roles of academic self-efficacy. Comput. Educ. 57(4), 2476–2484 (2011)

    Article  Google Scholar 

  93. Zhukov, T.: Phenomenon-Based Learning: What is PBL? Retrieved September 8, 2021, (2015) from https://www.noodle.com/articles/phenomenon-based-learning-what-is-pbl

  94. Zimmerman, B.J.: Attainment of self-regulation: a social cognitive perspective. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-Regulation, p. 13e39. Academic Press, San Diego (2000)

    Google Scholar 

  95. Zimmerman, B.J., Cleary, T.J.: Adolescents’ development of personal agency. The role of self-efficacy beliefs and self-regulatory skills. In: Pajares, F., Urdan, T. (eds.) Self-Efficacy Beliefs of Adolescent, pp. 45–69. Information Age, Greenwich (2006)

    Google Scholar 

Download references

Funding

This research is funded by Ministry of Science and Technology, Taiwan, Grant No. MOST 107-2628-H-130-001.

Author information

Authors and Affiliations

  1. Department of Information Management, Ming Chuan University, No.5 De-Ming Rd., Guishan Township, Taoyuan County, Taiwan

    Chia-Wen Tsai

  2. International Business and Trade Program, Ming Chuan University, 250 Zhong-Shan N. Road Sec. 5, Taipei, Taiwan

    Lan-Yu Lee

  3. Institute of General Education, Ming Chuan University, No.5 De-Ming Rd., Guishan Township, Taoyuan County, Taiwan

    Hui-Wen Tang & Lynne Cheng Hsu

  4. International Academic Publications Research Center, Ming Chuan University, 250 Zhong-Shan N. Road Sec. 5, Taipei, Taiwan

    Chih-Hsien Lin

Authors
  1. Chia-Wen Tsai
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Lan-Yu Lee
    View author publications

    You can also search for this author inPubMed Google Scholar

  3. Hui-Wen Tang
    View author publications

    You can also search for this author inPubMed Google Scholar

  4. Chih-Hsien Lin
    View author publications

    You can also search for this author inPubMed Google Scholar

  5. Lynne Cheng Hsu
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Chia-Wen Tsai.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Tsai, CW., Lee, LY., Tang, HW. et al. Applying web-mediated co-curricular learning and phenomenon-based learning to improve students’ programming skills and self-efficacy in an online programming course. Univ Access Inf Soc 22, 555–568 (2023). https://doi.org/10.1007/s10209-021-00860-w

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10209-021-00860-w

Keywords