Metacognitive challenges to support self-reflection of students in online software engineering education

Daniela Pedrosa; Mario Madureira Fontes; Tânia Araújo; Ceres Morais; Teresa Bettencourt; Pedro Duarte Pestana; Leonel Morgado; José Cravino

doi:10.1109/CISPEE47794.2021.9507230

Metacognitive challenges to support self-reflection of students in online software engineering education

Daniela Pedrosa^*, Mario Madureira Fontes, Tânia Araújo, Ceres Morais, Teresa Bettencourt, Pedro Duarte Pestana, Leonel Morgado, José Cravino

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

10 Citations (Scopus)

Abstract

Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students’ self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students’ perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.

Original language	English
Title of host publication	4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021
Publisher	Institute of Electrical and Electronics Engineers Inc.
Number of pages	10
ISBN (Electronic)	9781728164922
DOIs	https://doi.org/10.1109/CISPEE47794.2021.9507230
Publication status	Published - 2021
Event	4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021 - Lisbon, Portugal Duration: 21 Jun 2021 → 23 Jun 2021

Publication series

Name	4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021

Conference

Conference	4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021
Country/Territory	Portugal
City	Lisbon
Period	21/06/21 → 23/06/21

Keywords

E-learning
Metacognition
Self-regulated learning
SimProgramming
Software engineering education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1109/CISPEE47794.2021.9507230

Cite this

Pedrosa, D., Fontes, M. M., Araújo, T., Morais, C., Bettencourt, T., Pestana, P. D., Morgado, L., & Cravino, J. (2021). Metacognitive challenges to support self-reflection of students in online software engineering education. In 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021 (4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/CISPEE47794.2021.9507230

Pedrosa, Daniela ; Fontes, Mario Madureira ; Araújo, Tânia et al. / Metacognitive challenges to support self-reflection of students in online software engineering education. 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021. Institute of Electrical and Electronics Engineers Inc., 2021. (4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021).

@inproceedings{9eb1881aa68949f8bd89c90ab5b1956f,

title = "Metacognitive challenges to support self-reflection of students in online software engineering education",

abstract = "Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students{\textquoteright} self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students{\textquoteright} perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.",

keywords = "E-learning, Metacognition, Self-regulated learning, SimProgramming, Software engineering education",

author = "Daniela Pedrosa and Fontes, {Mario Madureira} and T{\^a}nia Ara{\'u}jo and Ceres Morais and Teresa Bettencourt and Pestana, {Pedro Duarte} and Leonel Morgado and Jos{\'e} Cravino",

note = "Funding Information: * This work was financially supported by National Funds through FCT – Fundac¸{\~a}o para a Ci{\^e}ncia e a Tecnologia, I.P., and CIDTFF (UIDB/00194/2020) - Universidade de Aveiro, Portugal, via Stimulus of Scientific Employment – CEECIND/00986/2017 Individual Support 2017, and via project PTDC/CED-EDG/30040/2017. We would also like to thank all students and teachers who collaborated on this research. Publisher Copyright: {\textcopyright} 2021 IEEE.; 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021 ; Conference date: 21-06-2021 Through 23-06-2021",

year = "2021",

doi = "10.1109/CISPEE47794.2021.9507230",

language = "English",

series = "4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021",

publisher = "Institute of Electrical and Electronics Engineers Inc.",

booktitle = "4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021",

address = "United States",

}

Pedrosa, D, Fontes, MM, Araújo, T, Morais, C, Bettencourt, T, Pestana, PD, Morgado, L & Cravino, J 2021, Metacognitive challenges to support self-reflection of students in online software engineering education. in 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021. 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021, Institute of Electrical and Electronics Engineers Inc., 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021, Lisbon, Portugal, 21/06/21. https://doi.org/10.1109/CISPEE47794.2021.9507230

Metacognitive challenges to support self-reflection of students in online software engineering education. / Pedrosa, Daniela; Fontes, Mario Madureira; Araújo, Tânia et al.
4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021. Institute of Electrical and Electronics Engineers Inc., 2021. (4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Metacognitive challenges to support self-reflection of students in online software engineering education

AU - Pedrosa, Daniela

AU - Fontes, Mario Madureira

AU - Araújo, Tânia

AU - Morais, Ceres

AU - Bettencourt, Teresa

AU - Pestana, Pedro Duarte

AU - Morgado, Leonel

AU - Cravino, José

N1 - Funding Information: * This work was financially supported by National Funds through FCT – Fundac¸ão para a Ciência e a Tecnologia, I.P., and CIDTFF (UIDB/00194/2020) - Universidade de Aveiro, Portugal, via Stimulus of Scientific Employment – CEECIND/00986/2017 Individual Support 2017, and via project PTDC/CED-EDG/30040/2017. We would also like to thank all students and teachers who collaborated on this research. Publisher Copyright: © 2021 IEEE.

PY - 2021

Y1 - 2021

N2 - Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students’ self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students’ perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.

AB - Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students’ self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students’ perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.

KW - E-learning

KW - Metacognition

KW - Self-regulated learning

KW - SimProgramming

KW - Software engineering education

UR - http://www.scopus.com/inward/record.url?scp=85125677304&partnerID=8YFLogxK

U2 - 10.1109/CISPEE47794.2021.9507230

DO - 10.1109/CISPEE47794.2021.9507230

M3 - Conference contribution

AN - SCOPUS:85125677304

T3 - 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021

BT - 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021

PB - Institute of Electrical and Electronics Engineers Inc.

T2 - 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021

Y2 - 21 June 2021 through 23 June 2021

ER -

Pedrosa D, Fontes MM, Araújo T, Morais C, Bettencourt T, Pestana PD et al. Metacognitive challenges to support self-reflection of students in online software engineering education. In 4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021. Institute of Electrical and Electronics Engineers Inc. 2021. (4th International Conference of the Portuguese Society for Engineering Education, CISPEE 2021). doi: 10.1109/CISPEE47794.2021.9507230

Metacognitive challenges to support self-reflection of students in online software engineering education

Abstract

Publication series

Conference

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

CITAR: Research Center for Science and Technology of the Arts

Cite this

Metacognitive challenges to support self-reflection of students in online software engineering education

Abstract

Publication series

Conference

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

Projects

CITAR: Research Center for Science and Technology of the Arts

Cite this