Computer Programming Teachers' Challenges for Promoting Students Regulation on Flipped Learning Activities during Covid-19

Bibliographic Data

ID5016849
AuthorsAntonio Custodio Goncalves (0000-0002-4423-7531, Universidade Estadual de Goiás), Daniele J Ferreira (0000-0002-4314-494X, Universidade Federal de Goiás), Valdemar Vicente Graciano Neto (0000-0003-2190-5477, Universidade Federal de Goiás)
Year2021
Volume21
Issue71
Publication date2021-11-11
Open AccessYes
TypeARTICLE
VenueRevista Diálogo Educacional (JOURNAL)
Journal identifiersISSN: 1518-3483 • E-ISSN: 1981-416X
PublisherPontificia Universidade Catolica do Parana - PUCPR (PUBLISHER)
DOI10.7213/1981-416x.21.071.ds15
OpenAlexW3212202610
LanguageEN
References cited5

The challenges for computer programming teachers are great, it is difficult to teach concepts and structures inherent in the programming language to students in introductory courses in the field of computer science. The coronavirus pandemic, COVID-19, intensified these difficulties as the entire teaching and learning process migrated to online platforms. The research aims to provide evidence regarding the difficulties that computer science teachers are having to implement inverted classes. The analysis involves the knowledge of teachers’ perceptions of collaborative teaching methods of problem solving, and with regulatory strategies to motivate students and promote reflections on their learning. The results indicate that teachers have had significant difficulties in understanding the use of active methodologies, also in understanding the learning students’ profiles and how they can prepare, plan, implement and favor learning

Coronavirus disease 2019 (COVID-19 · Field (mathematics · Flipped Classroom · Mathematics education · Pandemic · Perception · Plan (archaeology · Process (computing · Computer Science · Innovative Teaching Methods · Mathematics · Medicine · Psychology · Teaching and Learning Programming · Technology-Enhanced Education Studies

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