Abstract
This article draws on a one-semester online programming course to determine the relationships between the types of feedback that students received and their programming performances. An explorative study was designed including both quantitative and qualitative data. Participants were 15 second-year students enrolled at an Information Technology department of a public university who received weekly programming problems as projects. The instructor provided various types of feedback (corrective, confirmatory, explanatory, diagnostic and expanded feedback) to the students via Github. The results showed that; when the students who received corrective and explanatory feedback more, the programming performance scores were high. A strong positive relationship existed between a total amount of feedback with programming performance scores, also a number of times that students received explanatory feedback and programming performance scores. In addition, while the positive correlations existed between programming performance scores and the amount of all types of feedback, there was a weak correlation between the number of times that students received expanded feedback and programming performance scores. The difficulty of the programming projects, the needs of the participants and the affordances of the online learning environment played key role in the students’ preference for receiving feedback type. Recommendations for future research and practice are included.
Highlights
In recent years, the increasing demand for programming has led many institutions to utilize online settings for delivering programming courses
A question may come into mind: “Does use of different types of feedback affect the learning outcomes differently?” feedback in teaching online programming have a positive effect on outcomes, the relationship between the feedback types used and the programming performances during the instructional process need to be investigated further
We focused on the contributions of using different types of feedback to the programming performances
Summary
The increasing demand for programming has led many institutions to utilize online settings for delivering programming courses. In online programming courses, repetitive failures during lessons may lead students to lose enthusiasm and interest (Law, Lee, & Yu, 2010). In this sense, students often need feedback from the instructors to perform programming tasks (Eng, Ibrahim, & Shamsuddin, 2015). The instructors giving and the students’ receiving process may be affected by various factors of the online learning components. This can affect the preferences of various types of feedback. A question may come into mind: “Does use of different types of feedback affect the learning outcomes differently?” feedback in teaching online programming have a positive effect on outcomes, the relationship between the feedback types used and the programming performances during the instructional process need to be investigated further
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