A case study investigating programming students’ peer review of codes and their perceptions of the online learning environment

• Published in: Education and information technologies Vol. 25; no. 5; pp. 3553 - 3575
• Main Authors: Sabarinath, Roshni, Quek, Choon Lang Gwendoline
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.09.2020; Springer; Springer Nature B.V
• Subjects: Algorithms; Case studies; Coding; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computer Science Education; Computers and Education; Constructivism (Learning); Critical Thinking; Discovery Learning; Distance learning; Education; Educational Environment; Educational Methods; Educational Strategies; Educational Technology; Electronic Learning; Elementary Secondary Education; Influence of Technology; Information Systems Applications (incl.Internet); Information Technology; Interpersonal Relationship; Investigations; Language Skills; Learner Engagement; Learning Activities; Learning Processes; Learning Strategies; Literature Reviews; Methods; Online Courses; Online education; Peer Evaluation; Peer review; Peer Teaching; Problem Solving; Programming; Programming Languages; School environment; Student Attitudes; Student Participation; Students; Teaching Methods; Thinking Skills; Undergraduate Students; User Interfaces and Human Computer Interaction; Canada; Programming; K-12; Students’ perceptions; Peer review; Google apps; Online learning environment
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-020-10111-9

Programming in schools is no longer a novel subject. It is now quite commonly found in our schools either in formal or informal curriculum. Programmers use creative learning tactics to solve problems and communicate ideas. Learning to program is generally considered challenging. Developing and implementing new methodologies in teaching programming is imperative to overcome the current challenges associated with teaching and learning of programming. This case study aims to contribute to the programming education in schools by investigating how students learn in an online programming while involved in peer review of codes. The study subsequently examines students’ perceptions of the pedagogical, social and technical design of the online programming learning environment. When students are involved in providing and receiving feedback and creating their own identity in a programming community, they may be better prepared for learning and applying programming in their undergraduate studies and their future career in the field.