Cognitively flexible hypertext in an object-oriented programming course: effects of case-based instructional support on student learning
Results of the study indicated a significant difference between the group who used the semi-automated reasoning tool on complex questions and the group who did not. No significant difference was indicated between the groups on simple questions. A strong positive correlation was indicated between background knowledge and the total test scores for both content areas tested. Results of the correlational analysis between motivation and learner competencies indicated that the type of motivation, be it intrinsic or extrinsic, plays a minimal role in how students performed in this online course. Finally, students overwhelmingly felt that the semi-automated reasoning tool was an effective instructional-support tool.
Results of this study suggested recommendations for practice as well as for further research. Recommendations for practice include the need for effective use of course management systems, supporting complex content through examples, using performance on background coursework when considering an online course covering complex topics, providing a case-based instructional aid for complex topics, and minimizing the economic costs in using a case-based instructional aid. Recommendations for future research include more research on relationships between background coursework and online courses, effects of a case-based instructional aid on face-to-face courses, development of overarching examples containing content from multiple computer science courses, improvements to the CBJava framework, and extending the framework to other disciplines.
School:Kansas State University
School Location:USA - Kansas
Source Type:Master's Thesis
Keywords:reasoning tools object oriented programming student performance education technology 0710 curriculum and instruction 072
Date of Publication:01/01/2005