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Treffer: Increasing Commuter Students' Sense of Belonging with Situated Learning in a First-Year Computer Programming Course

Title:
Increasing Commuter Students' Sense of Belonging with Situated Learning in a First-Year Computer Programming Course
Language:
English
Authors:
Lily R. Liang, Rui Kang
Source:
International Journal for the Scholarship of Teaching and Learning. 2024 18(2).
Availability:
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Peer Reviewed:
Y
Page Count:
11
Publication Date:
2024
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Undergraduate Students, Computer Science Education, Commuting Students, Sense of Community, Programming, Situated Learning, Urban Schools, Commuter Colleges, Experiential Learning, Authentic Learning, Clubs, Service Learning, Peer Relationship, Communities of Practice, Social Networks, Professional Identity, Curriculum Development, Teaching Methods, Cognitive Style, Cooperative Learning
ISSN:
1931-4744
Entry Date:
2024
Accession Number:
EJ1451871
Database:
ERIC

Weitere Informationen

This study examines the impact of a situated learning class framework on student learning and sense of belonging in a first-year introductory computer programming course offered at an urban commuter campus. The framework provided students opportunities to engage in hands-on activities embedded in authentic contexts facilitated or led by students from computer science clubs and a service-learning program. Our results suggest that 1) participation in peer interactions within the classroom helped students build learning communities and networks beyond the classroom and strengthened their development of a professional identity; 2) through redesigning curriculum and pedagogy to accommodate students' needs and learning styles, college and university faculty may cultivate a collaborative culture and a sense of belonging at various levels: classroom, department, and campus.

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