With a Little Help From My Friends

Objectives : The traditional, instructor-led form of live coding has been extensively studied, with findings showing that this form of live coding imparts similar learning to static-code examples. However, a concern with Traditional Live Coding is that it can turn into a passive learning activity for students as they simply observe the instructor program. Therefore, this study compares Active Live Coding—a form of live coding that leverages in-class coding activities and peer discussion—to Traditional Live Coding on three outcomes: (1) students’ adherence to effective programming processes, (2) students’ performance on exams and in-lecture questions, and (3) students’ lecture experience. Participants : Roughly 530 students were enrolled in an advanced, CS1 course taught in Java at a large, public university in North America. The students were primarily first- and second-year undergraduate students with some prior programming experience. The student population was spread across two lecture sections—348 students in the Active Live Coding (ALC) lecture and 185 students in the Traditional Live Coding (TLC) lecture. Study Methods : We used a mixed-methods approach to answer our‘ research questions. To compare students’ programming processes, we applied process-oriented metrics related to incremental development and error frequencies. To measure students’ learning outcomes, we compared students’ performance on major course components and used pre- and post-lecture questionnaires to compare students’ learning gain during lectures. Finally, to understand students’ lecture experience, we used a classroom observation protocol to measure and compare students’ behavioral engagement during the two lectures. We also inductively coded open-ended survey questions to understand students’ perceptions of live coding. Findings : We did not find a statistically significant effect of ALC on students’ programming processes or learning outcomes. It seems that both ALC and TLC impart similar programming processes and result in similar student learning. However, our findings related to students’ lecture experience shows a persistent engagement effect of ALC, where students’ behavioral engagement peaks and remains elevated after the in-class coding activity and peer discussion. Finally, we discuss the unique affordances and drawbacks of the lecture technique as well as students’ perceptions of ALC. Conclusions : Despite being motivated by well-established learning theories, Active Live Coding did not result in improved student learning or programming processes. This study is preceded by several prior works that showed that Traditional Live Coding imparts similar student learning and programming skills as static-code examples. Though potential reasons for the lack of observed learning benefits are discussed in this work, multiple future analyses to further investigate Active Live Coding may help the community understand the impacts (or lack thereof) of the instructional technique.

Computing educators have become increasingly interested in learning analytics, which involves collecting and analyzing data on students' learning processes and outcomes for the purpose of improving learning and instructional practices. A variety of computer programming environments enable the automated collection of log data on students' programming processes. In addition, log data on students' online social behavior can be easily collected. All of these data can be analyzed alongside data on students' learning outcomes in order to identify correlations between learning processes and outcomes, and ultimately to better tailor instruction to students' needs. This BOF will provide a platform for discussing the emerging field of learning analytics within the context of computing education. The following questions will serve as a starting point for our discussions: (1) What types of data should we be collecting on computing students' (2) How can we best analyze these data in order to gain meaningful insights into students' learning processes? (3) How can we design effective instructional interventions based on the data we collect and analyze?

Social learning theory emphasizes the importance of providing learners with opportunities to observe their peers, and to participate actively in a community. Unfortunately, early computing courses tend to emphasize individual programming assignments, which discourage learners from observing and working with their peers. In order to explore the possibility that increased opportunities for social awareness and interaction while working on programming assignments might influence learning outcomes in early computing courses, we are studying the design and use of social networking-style activity streams in such courses. In an empirical study of the use of two types of activity streams in a CS 2 course - one that was part of a learning management system, and one integrated directly into students' programming environment - we found that students who used the integrated stream were twice as socially active; however, social participation in both environments was positively correlated with students' grades. Our results suggest that the use of activity streams as an adjunct to individual programming assignments can positively influence learning; computing instructors would do well to find ways to get their students to participate actively in activity streams during the programming process.

In order best to support learning analytics in computing education, learning management systems (LMS) should be interfaced with computer programming environments, in which computing students spend much of their time. To this end, we have developed OSBLE+, an outgrowth of the OSBLE (Online Studio- Based Learning Environment) LMS we have been developing over the past eight years. OSBLE+ supports two innovations that make it particularly well-suited to supporting learning analytics in computing education. First, it connects to the Microsoft Visual Studio computer programming environment via a plugin that gives it access to all programming process data within Visual Studio, including edits, compilation attempts, compilation errors, debugging attempts, and run-time exceptions. This enables OSBLE+ to provide students and instructors with a visual analytics environment in which they can explore, compare, and contrast the programming activities of students in the class. Second, the plugin turns Visual Studio into a social programming environment by injecting into it a social media-style activity stream, which enables students (a) to pose and answer programming questions, and (b) to see and explore the programming activities of their peers. Students' social activities within the activity stream are sent to OSBLE+, and are subsequently included as data in the visual analytics environment. OSBLE+ is open source and freely hosted at http://plus.osble.org. While OSBLE+ presently interfaces only with Visual Studio, a plug-in for the Eclipse programming environment is under active development.

Can learning be virtually boosted? An investigation of online social networking impacts

(ProQuest: ... denotes formulae omitted.)INTRODUCTION:Education, a process of humanization, which attempts to mold humans or human effort to be able to realize themselves as human beings, understand things, act mature and be able to make people think critically (Driyarkara, 1980). Both of these attributes require the existence of teaching, guidance, and leadership from intelligent minds (Chandra, & Fransisca, 2009). Education is a process of changing attitudes and behavior of a person or group of people to think in a mature way through teaching and training. Besides, education is also regarded as a moral education that disclose of value engineering, value analysis, moral cognitive development, and social action (Hersh, 1998).To improve the quality of education, efforts were made and one of them is to improve the quality of learning. Learning is a process that occurs because of a conduit of information and receive information (Rusman, 2010). Learning is essentially a process of interaction between teachers and students, either direct interaction such as activity-face or indirectly. With good learning process, the quality of education directly improves while it also enhances the achievement of learning process of students.One of the achievements for students in the learning process is obtaining the value of good learning outcomes. Learning outcomes is a result obtained by students from participating in various learning activities and learning outcomes are usually expressed in the form of numbers, letters or words (Arikunto, 2005). In Indonesian national education system, learners achieve educational success which is expressed through Minimum Completeness Criteria (MCC). Minimum Completeness Criteria is the lowest criterion to declare the learners whether they mastered (Sudrajat, 2008).Snowball Throwing is a cooperative learning model that can be used to make students understand a difficult concept (Miftahul, 2014). Snowball Throwing method can also be used to determine the extent of knowledge and abilities possessed by students in mastering the material. In Snowball Throwing learning model, the students are formed into groups. Elected chairman of the group that will represent to accept the assignment of teachers. Each student makes a question that was shaped like a question paper and then thrown to the other students and then the students answer questions from the paper.Application of appropriate methods in a lesson can be observed by doing some form of research. One form of research that can be done is a form of action research. Action research is a practice in real -world interventions aimed at improving the practical situation. Research conducted by the teacher of action aimed at improving the learning situation which it is responsible (Aqib, 2009). Implementation of a class action can be done naturally in accordance with the schedule and the subject of ongoing lesson, so that this study did not result in disruption of the learning process.The essence of civic education in primary schools is as educational programs based on the values of Pancasila to develop and preserve the noble and moral values rooted in the nation's cultural identity is expected to be realized in the form of behavior in their daily lives (Gafur, 2006).Civic education is a form of education that guide value of human life fulfillment through the extension and deepening of the meaning of that guarantee meaningful human life (Phenix, 1964). Multicultural, cultural, linguistic, ethnic, and ethnic learning focuses on the formation of citizens who understand and are able to exercise their rights and obligations to become intelligent, skilled, and character citizens.LITERATUR REVIEW:Learning:Learning is basically a process of interaction between teachers and students, both in the form of direct interactions such as face-activity and indirect interactions. A good learning process will directly improve the quality of education as well as improve the achievement of student learning process. …

ABSTRACT
 
 The purpose of this study is to describe the social action forms of the main characters in the novel A Man Of The People according to Max Weber's Social Action Theory. This research is important because this novel can open a new understanding of social action theory in a political perspective through the two main characters that have different political goals based on their social actions as individuals. The theory that will be used in this research is Max Weber's social action, social action is a conceptual benchmark for examining differences and similarities, as well as causal relationships, between social processes (Damsar, 2010, p. 35) which is focused on the main characters. The approach used is a sociological approach that focuses on literary works. Because the phenomenon of social action that occurs in society is often poured into literary works (Damono, 2004, p. 12). The method of this research is literary criticism. The research data is in the form of excerpts from the contents presented through conversations and narrations as social reality and depictions of social actions carried out by the main characters in the novel. Data collection is done by viewing and recording methods to get results and then proceed with discussion. The results obtained from this study are the social action of the main characters in the novel A Man Of The People: Max Weber's sociological study, that the four types of social action can be found in the main characters in this novel and how they achieve their own purpose based on their social actions. In the Rational-Instrumental action, Mr. Nanga did this action 7 times, while Odili only used instrumental actions once. In Traditional action, it was found that there were 3 actions related to tradition or actions that were carried out from generation to generation. In the value rational action, it was found that there were 4 actions that were all carried out by Odili. And for the affective action, Odili took 6 actions. This proves that Odili's moral value is higher to achieve his goals than using more efficient instruments that are counter-humanist such as instrumental rationality like Mr. Nanga did. But Odili's goals were not fully fulfilled because his country was overthrown by the Military and his party was dismissed. 
 
 
 
 Keywords: Sociology of Literature, Sociology of Max Weber, Social Actions.

Technological developments and changes in the curriculum are challenges for teachers to overcome. Presenting digitalized learning and digitalized learning tools is a necessity that needs to be prepared well. A training program that focuses on strengthening teacher literacy and competency in developing digitalized Modul Ajar in Kurikulum Merdeka is the aim of this community service activity. Modul Ajar in Kurikulum Merdeka itself is one of the key learning tools in the learning process, so it needs to be developed well. Systematically, teachers have been given training ranging from socialization activities, demonstrations, mentoring, to evaluation design so that teacher literacy and competence develops. With this activity, not only does teacher literacy and competence develop, but the learning process becomes better quality so that students' learning outcomes can increase.

The primary purpose of education is to raise physically and mentally healthy individuals who contribute to society effectively. Another of educations primary functions is to establish an environment for students not only to continually develop as a complete individual physically psychologically and sociologically but also to become happy and productive individuals who actively participate in social activities (Ye^ilyaprak, 2013).Since humans are social creatures, it is considered a prerequisite that people participating in social life do so through communicating, helping, exhibiting mutual understanding, and being acceptance toward one another.. Just as it is expected that individuals not remain insensitive to social problems, so are they expected to be able to propose solution to social problems. Such behavior is regarded as a path leading to the socialization of individuals who display an entrepreneur personality by expressing their opinions in matters concerning other individuals and themselves (George Washington Academy, 2014). In order for students to gain the above-mentioned qualities, some implementations have been suggested so as to raise students as effective individuals who actively participe in the 'Regulation on Social Activities' published in the official gazette dated January 13, 2005 by the Ministry of National Education in Turkey. These activities, which include different implementations and which aimed at raising students as social individuals, has been carried out by means of student clubs that meet once every two weeks in elementary and secondary schools. In this process, it is envisaged that student membership in any social club, regardless of grade level, be decided democratically in line with students' wishes. Social clubs are defined as planned, programmed, and systematic studies performed in or out of school, in accordance with education purposes, in line with students' interests and wishes, and to improve their personalities by benefitting from both school administration and club advisor's knowledge.Students participating in social club studies develop skills not only in working with various persons and groups, but also improve their collaboration skills, abilities to apply their knowledge to new situations, and conduct observations, examinations, and analyses (Social Skills Central, 2014). Furthermore, social club studies are regarded as a socialization tool since they not only help students to take an active role in various social groups when they are conducted with good advisor, but also help them to develop good relationships with others (Karsh, 2006). The concept of socialization is generally defined as one's ability to be in contact with other individuals by joining a social group. According to Tezcan (1994) however, socialization is expressed as one's 'preparation to society' during children's education process. In this respect, among the purposes of socialization are enabling children's expectations to remain in their mind, teaching them skills so that they may participate in adult activities and teaching them social roles and attitudes supporting (Setterns, 2002). On the other hand, Levine and Moreland (1994) indicated that individuals gain a group culture as a result of the socialization process and develop communication and interaction skills by communicating with one another in various matters. Moreover, the development of attitudes, skills, and values in students who participate in social club activities, such as viewing differences with acceptance and respect enabling active participation, and gaining rights, freedom, and responsibility awareness, enables schools to establish a democratic school culture and to bring up democratic citizens (Centerville Elementary School, 2014).Social clubs present a structure contributing not only to students' physical and mental development, but also one that supports students to develop their academic success as a part of school and teaching program. …

Designing reflective activities for online video learning could enhance learning outcomes and, to some extent, influence learning processes (ie, attentional processes and emotional experiences). It is necessary to select different levels of reflective activities in online video learning according to learning processes and outcomes. This study examined to what extent different levels of reflection may affect the learning outcomes, and further explored the impact of reflection on learning processes. Participants, comprising 60 undergraduates, were randomly and equally assigned to two different groups: a reflection group and a critical reflection group, and each group member completed specific learning tasks. The results of the learning outcomes showed that critical reflection led to better transfer performance than reflection, but retention performance was the same in both conditions. Regarding process measures, eye‐tracking data indicated that the embedding of critical reflection strategies facilitated learners' visual attention, and controlled the difficulty of processing. Meanwhile, physiological data showed that the learners' reflection was accompanied by stress, and there was no significant difference between the two levels of reflection. Practitioner notes What is already known about this topic Embedding reflections within videos is an effective instructional strategy for online learning which can facilitate students' deep learning. Recent studies have evaluated the effectiveness of reflection mostly through its impact on learning outcomes, yet focusing on the process of reflection is equally valuable. How to choose the level of reflection is critical and challenging. Whether it should combine the processes (including attentional processes and emotional experiences) and outcomes of reflection can be addressed through experimental research. What this paper adds Selecting different levels of reflection (ie, reflection and critical reflection) according to Kember's model and suggesting strategies (ie, retrospective interpretation reports and evaluation reports of problem solving) to guide reflection. The experimental design combined outcomes and processes in order to identify the most appropriate level of reflection in the context of video learning, and both offline and online measurements were taken (including eye tracking and physiological measures). Critical reflection leads to superior learning outcomes and has advantages for attentional processes. Additionally, reflection itself is the main factor influencing participants' stress, and there is no significant difference between the levels of reflection. Implications for practice and/or policy Providing guidance for different levels of reflection (ie, retrospective interpretation reports and evaluation report of problem solving), which helps inform the design of instructional videos and foster learners' reflective awareness. Educators should focus not only on the learning outcomes caused by reflection but also on the learning processes of reflection and the emotional experiences that accompany it, in order to choose an appropriate level of reflection. Whether the teaching goal is knowledge retention or transfer, educators should embed a high level of reflection for learners in instructional videos to promote deep thinking and processing.

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella concept. Taking into consideration learning processes and outcomes together, Biggs‟ 3P model of learning is used as the theoretical framework. The first P was defined as learning presage and included learning inputs such as learner variables, prior knowledge, learner readiness, personality, etc. The second P was considered the learning process, which covers learner motivation and learning strategies. The last P was suggested as learning outcomes (product) which consist of the results of formal and informal assessment, perceived learning, self-concept, satisfaction, etc. Purpose of Study: In this study, we especially considered the learning process and the learning outcomes and investigated the effects of learning process on learning outcomes. In addition, we took into consideration the two dimensions of learning outcomes as a) perceptions of learning, and b) performances of learning, respectively. Also, we investigated the relationship between learners‟ perceptions of learning and performance of learning.

At present, higher education is undergoing major changes related to the implementation of the Bologna process ideas, education informatization, integrative processes in society, increasing competition, and globalization. In this regard, the problem of student involvement formation acquires exceptional importance in the university educational activity. The focus on student involvement formation in higher education's social and cultural activity process is conditioned by the necessity to improve professional personality development and raise social competencies. We consider the social activity as a person's integral quality which is realized in various types of self-activity, in the process of which the personality self-realization occurs, conditioned by objective and subjective factors. Also, the structure of motives for young people's social activity is considered. Students' involvement is seen as a person's property, which externalizes in activity and shows the person’s attitude to its various spheres. Particular importance is paid to the research of the students’ extracurricular organization. It is shown that the students free time is needed to organize in the process of educational activity to create conditions for self-realization and self-actualization of the student's personality. The submissions of the article can be useful for Faculty and Administration of higher education institutions.

This guide accompanies the following article : Daniel H. Nickolai, Steve G. Hoffman, and Mary Nell Trautner. 2012. ‘Can a Knowledge Sanctuary also be an Economic Engine? The Marketing of Higher Education as Institutional Boundary Work’, Sociology Compass 6(3):205–18. Authors’ introduction The marketing of higher education refers to a structural trend towards the adoption of market‐oriented practices by colleges and universities. These organizational practices blur the boundary between knowledge‐driven and profit‐driven institutions, and create tensions and contradictions among the three missions of the 21st‐century university: knowledge production, student learning, and satisfying the social charter. In this article, we highlight the historical contexts that nurtured the marketing of higher education in the US and Europe and explore the dilemmas that arise when market logics and business‐oriented practices contradict traditional academic values. We demonstrate that managing these dilemmas is a contested process of policing borders as institutional actors struggle to delineate the proper role of the university in a shifting organizational climate. Authors recommend Arum, Richard and Josipa Roksa. 2011. Academically Adrift: Limited Learning on College Campuses . Chicago, IL: University of Chicago Press. A book that asks a fundamental question in higher education: “How much are students actually learning?” The results do not reflect well on the institution. Arum and Roksa conduct longitudinal tests of critical thinking and analytic reasoning skills on a cohort of students at a variety of universities and colleges. They find that a majority of respondents demonstrate little to no improvement in learning outcomes. Even students who improve show modest gains. The authors’ analysis of student surveys suggests that a major culprit is a combination of low rigor in the curriculum, a lack of effort among students, and the overly modest expectations of instructors. Barnett, Ronald. 2010. ‘The Marketised University: Defending the Indefensible.’ Pp. 39–51 in The Marketisation of Higher Education and the Student as Consumer , edited by M. Molesworth, R. Scullion and E. Nixon. New York: Routledge. Barnett suggests that debates about the effects of marketization on higher education often reflect pre‐existing ideologies about the nature of markets in general. He presents numerous arguments in favor of the conception of students as consumers. For example, the increased power students receive in choosing where and from who to take classes may encourage accountability and actually improve the learning experience as students take a more active role in charting their own course through their education. Barnett also reminds readers that different institutions create different contexts and the extent to which market models of higher education are applicable are largely dependent on these different contexts. Berman, Elizabeth Popp. 2012. Creating the Market University: How Academic Science Became an Economic Engine . Princeton, NJ: Princeton University Press. An in‐depth historical sociology of the entrepreneurial university, this book explores when and why academic science become increasingly tethered to commercial interests over the last four decades. Berman focuses primarily on patenting trends and the political history of patenting law, as well as the development of biotech entrepreneurship and the emergence of university‐industry incubators. She argues that the trend toward an entrepreneurial model were largely driven by the ideals of government officials about the importance of translating scientific and technological innovation into economic growth, along the way creating the organizational environment necessary to enable market‐oriented research to flourish. Kleinman, Daniel Lee. 2003. Impure Cultures: University Biology and the World of Commerce . Madison, WI: University of Wisconsin Press. Kleinman provides an in‐depth look into the daily work culture of a plant pathology lab at the University of Wisconsin. This participant observation study includes ambitious critiques of the dominant agency‐oriented approaches within science and technology studies by focusing on issues of structural constraint and institutional power. This study is especially good at demonstrating how university biologists are deeply, athough indirectly, constrained by commercial interests. The influence is not easily found in conflicts of interest or day‐by‐day decision making of scientists, who by and large conduct themselves ethically and in the fashion predicted by Mertonian norms of science. Instead, the culture of commerce impacts an array of daily lab practices, including the baseline epistemological assumptions around what is a “significant” finding. In the world of plant pathology, a successful trial is determined in relation to the metrics established by the field’s resource dependency on the agro‐chemical industry. Leslie, Larry L. and Gary P. Johnson. 1974. ‘The Market Model and Higher Education.’ The Journal of Higher Education 45:1–20. This landmark article is among the first to interrogate the use of a market model as it applies to higher education. The authors trace several key legislative measures that altered federal funding practices and gave students discretion in choosing which schools would receive the most funding. While the authors draw similarities between market practices and the process of funding higher education through students, they also question the extent to which a market model of higher education is applicable. Drawing a contrast between higher education funding practices and a perfectly competitive market model, they provide an important critique of a funding system still in use today. McMillan, Jill J. and George Cheney. 1996. ‘The Student as Consumer: The Implications and Limitations of a Metaphor.’ Communication Education 45:1–15. This article warns of the dangers involved in recasting students as consumers. McMillan and Cheney synthesize arguments about the traditional goals of education and how treating students as consumers can threaten traditional classroom relations and alienate students from the learning process. Implicit in their discussion is an argument for more traditional classroom approaches to fostering democratic citizenship skills through critical analysis and communal sharing of ideas. They explicitly reject the notion of education as a product (rather than a process) and the demand for professors to deliver the product in the most entertaining and efficient manner. Owen‐Smith, Jason and Walter W. Powell. 2002. ‘Standing on Shifting Terrain: Faculty Responses to the Transformation of Knowledge and Its Uses in the Life Sciences.’ Science Studies 15:3–28. An interview‐based study of 80 scientists from two university campuses, this paper provides a typology of faculty identities and research strategies at the nexus of academic and commercial research within the life sciences. The typology includes “old” and “new school” orientations to commercial research as well as hybrid categories somewhere between these two extremes, such as “engaged traditionalists” and “reluctant entrepreneurs.” Eschewing simplistic analyses that either condemn or glorify the commercial engagements of academics, Owen‐Smith and Powell point out that these various positions have created both novel fault lines and innovative research within the life sciences. Radder, Hans. 2010. The Commodification of Academic Research:

Block-based programming environments are widely used in computer science education. However, these environments pose significant challenges for student modeling. Given a series of problem-solving actions taken by students in block-based programming environments, student models need to accurately infer problem-solving students' programming abilities in real time to enable adaptive feedback and hints that are tailored to students' abilities. While student models for block-based programming offer the potential to support student-adaptivity, creating student models for these environments is challenging because students can develop a broad range of solutions to a given programming activity. To address these challenges, we introduce a progression trajectory-based student modeling framework for modeling novice student block-based programming across multiple learning activities. Student trajectories utilize a time series representation that employs code analysis to incrementally compare student programs to expert solutions as students undertake block-based programming activities. This paper reports on a study in which progression trajectories were collected from more than 100 undergraduate students engaging in a series of block-based programming activities in an introductory computer science course. Using progression trajectory-based student modeling, we identified three distinct trajectory classes: Early Quitting, High Persistence, and Efficient Completion. Analysis of these trajectories revealed that they exhibit significantly different characteristics with respect to students' actions and can be used to accurately predict students' programming behaviors on future programming activities compared to competing baseline models. The findings suggest that progression trajectory-based student models can accurately model students' block-based programming problem solving and hold potential for informing adaptive support in block-based programming environments.

The decline in learning outcomes and student interest is a serious concern in the learning process. The selection of inappropriate learning methods can affect the learning process and outcomes. The Pogil model is one of the alternatives to increase students' interest and learning outcomes. This study aims to explore the effectiveness and advantages of Pogil compared to direct instruction in biology subjects. This research is an experimental research. The results of the study showed that there were student learning outcomes with the pogil model that were superior compared to the direct instruction model in biology subjects with the results of Fcal = 11.4 > Ftabel = 3.96 at a significance level of 0.05. The results of the study showed the influence of interaction between the learning model (pogil and direct instruction) and interest on learning outcomes from the results of Fcal = 4.40 > Ftabel = 3.96 at a significance level of 0.05. The results of the study also revealed that the learning outcomes of students, both those who had low interest and high interest in the pogil model, had superior learning outcomes compared to the direct instruction model. The use of the pogil model significantly improved students' learning outcomes and interest in learning compared to the Direct Instruction model. Thus, pogil becomes an effective learning model in overcoming low learning outcomes and students' interest in biology subjects