A framework proposal for the design of video-assisted online learning environments for programming teaching

Abstract

It is observed that in the wake of developments in digital technologies, the role of shareholders
in the learning-teaching process changed and a transition from the classical face-to-face communication
into online learning communication occurred. This transition also led to a change the knowledge and
behaviours expected from indivudals. In this context, they are expected to acquire several skills
considered as the skills of the 21st century, among which are critical and analytical thinking. Recent
studies suggest that programming teaching is influential on these skills. However, programming teaching
refers to a process which is structuraly difficult and complex. Thus, we need novel methods and
techniques regarding programming teaching. Considering that particulalrly online learning environments
have begun to be a crucial part of the learning-teaching process recently, it is believed that assisting onlne
learning environments with learning videos in which audiovisual symbol systems are used together may
play a crucial role in developing the programming skill that is abstract and unclear intuitively. From this
point of view, this study aims to propose a framework related to desgning video-assisted online learning
environments for programming teaching. To achieve this goal, the design-based research has been
conducted. The research has been conducted through the participation of 48 (F: 27, M: 21) registered
undergraduate students and of 4 instructors (F: 1, M: 3) of the Department of Computer Education and
Instructional Technology based in the Faculty of Education at a state university located in the east of
Turkey. Observation forms, reflective student diaries, the focus group interview, interview, and graded
scoring key were used as data collection tools. As a result of the research, a framework has been proposed
in the context of "content", "visual design", "interaction" and "practicability" related to the design of videoassisted online learning environments for "cognitive", "affective", "methodological" and "environmental"
problems. Suggestions were presented within the framework of the results obtained from the study and
the experiences of the researcher.