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The Use of Wiki in Teaching Programming: Effects upon Achievement, Attitudes, and Collaborative Programming Behaviors

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Title: The Use of Wiki in Teaching Programming: Effects upon Achievement, Attitudes, and Collaborative Programming Behaviors
Language: English
Authors: Lin, Yu-Tzu, Wu, Cheng-Chih, Chiu, Chiung-Fang
Source: International Journal of Distance Education Technologies. 2018 16(3):18-45.
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Foreign Countries, High School Students, Grade 10, Programming, Computer Science Education, Collaborative Writing, Web 2.0 Technologies, Cooperative Learning, Quasiexperimental Design, Experimental Groups, Control Groups, Editing, Program Implementation, Outcomes of Education, Academic Achievement, Electronic Learning, Hypothesis Testing, Scores, Statistical Analysis, Student Attitudes
Geographic Terms: Taiwan
DOI: 10.4018/IJDET.2018070102
ISSN: 1539-3100
Abstract: This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group co-edited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.
Abstractor: As Provided
Number of References: 77
Entry Date: 2018
Accession Number: EJ1178615
Database: ERIC
FullText Text:
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  Data: The Use of Wiki in Teaching Programming: Effects upon Achievement, Attitudes, and Collaborative Programming Behaviors
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  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
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  Data: 28
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Web+2%2E0+Technologies%22">Web 2.0 Technologies</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Editing%22">Editing</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
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  Data: 10.4018/IJDET.2018070102
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1539-3100
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article explores the feasibility of employing cooperative program editing tools in teaching programming. A quasi-experimental study was conducted, in which the experimental group co-edited the programs with peers using the wiki. The control group co-edited the programs with peers using only the face-to-face approach. The findings show that the co-editing platform was effective in assisting collaborative learning of programming, especially for program implementation. By observing editing histories, students could compare programs and then reflect more deeply about programming. The use of the wiki history tool also helped to illuminate nonlinear and dynamic procedures utilized in programming. Students who engaged more in the collaborative programming or interacted more with partners on the wiki showed greater program implementation achievements. The major benefit of using the wiki was the enhanced ability to observe the dynamic programming procedure and to encounter programming conflicts, which contributed to the process of procedural knowledge acquisition and elaboration.
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  Label: Abstractor
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  Data: As Provided
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  Data: 77
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1178615
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        Value: 10.4018/IJDET.2018070102
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      – Text: English
    PhysicalDescription:
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        PageCount: 28
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Web 2.0 Technologies
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Quasiexperimental Design
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Control Groups
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      – SubjectFull: Editing
        Type: general
      – SubjectFull: Program Implementation
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: The Use of Wiki in Teaching Programming: Effects upon Achievement, Attitudes, and Collaborative Programming Behaviors
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            NameFull: Lin, Yu-Tzu
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            NameFull: Wu, Cheng-Chih
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            NameFull: Chiu, Chiung-Fang
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              Type: published
              Y: 2018
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