The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course.

The introductory programming course (IPC) holds a special significance in computing disciplines as this course serves as a prerequisite for studying the higher level courses. Students generally face difficulties during their initial stages of learning how to program. Continuous efforts are being made to examine this course for identifying potential improvements. This article presents the review of the state-of-the-art research exploring various components of IPC by examining sixty-six articles published between 2014 and 2020 in well-reputed research venues. The results reveal that several useful methods have been proposed to support teaching and learning in IPC. Moreover, the research in IPC presented useful ways to conduct assessments, and also demonstrated different techniques to examine improvements in the IPC contents. In addition, a variety of tools are evaluated to support the related course processes. Apart from the aforementioned facets, this research explores other interesting dimensions of IPC, such as collaborative learning, cognitive assessments, and performance predictions. In addition to reviewing the recent advancements in IPC, this study proposes a new taxonomy of IPC research dimensions. Furthermore, based on the successful practices that are listed in the literature, some useful guidelines and advices for instructors have also been reported in this article. Lastly, this review presents some pertinent open research issues to highlight the future dimensions for IPC researchers.

Computer programming is considered as a difficult area of study for novices. One of the reasons is the main focus of the curriculum presented in an introductory programming (IP) course which emphasizes more on the programming knowledge (syntax and semantic) of the programming language. This study introduced a new teaching curriculum in the IP course which focuses on different skills required by the novices. We compared the IP course materials based on the traditional and new approaches against five categories. The result shows that the new approach encourages both the programming knowledge and problem solving strategies, and promotes deep learning. Furthermore, it discourages programming shortcut (Problem statement → Code), and support three-step approach (Problem statement → Solution Plans → Code) in solving a problem statement. The new approach also promotes algorithmic thinking in the IP course by paying equal attention on the problem solving strategies.

Readiness is an important indicator of learners' willingness to engage productively in a virtual learning environment. Low readiness is believed to be the main reason behind virtual learning failure. The purpose of this present study is to investigate the effects of online readiness on learners’ learning satisfaction and performance in a virtual second language learning environment on a sample of 203 Malaysian Non-Arabic Speaking Learners using a cross-sectional survey. This study further explored which dimension of readiness is found to be the strongest predictor of their level of satisfaction and performance. Partial least square structural equation modeling (PLS-SEM) analysis examined the predictive relationships between readiness, satisfaction, and performance. The results proved that online readiness was statistically a significant predictor of their learning satisfaction and performance, indicating computer and internet self-efficacy in performing activities in the virtual learning environment as the strongest predictor. By identifying the most influential predictors, this groundbreaking study recognizes which key elements of the virtual learning environment language learners would need more to relish learning and achieve their goals. This study offers critical insights that have not been previously explored by conducting a comprehensive analysis of the factors influencing learning satisfaction and performance. The findings, therefore, highlight the paramount importance of assessing the readiness of online learners and their learning environment, providing valuable guidance for higher education institutions seeking to enhance the success of VLLE. In addition, this study sets a precedent for future research in the field. It underscores the need for ongoing efforts to improve virtual language learning environments to serve students’ needs better.

Learning programming is a difficult task since programming requires new concepts in thinking and creative skills in problem solving. A number of learning tools and environments have been built to assist both teachers and students in introductory programming courses. In this study, we have established a classification for these tools. Tools are divided into four categories: A) integrated development interface; B) visualization; C) virtual learning environments; and D) systems for submitting, managing, and testing of exercises. The classification is based on a review of existing tools, both commercial and freely available. Guidelines for the selection of a suitable tool are discussed.

Collaborative learning can effectively improve the learning efficiency of learners rather individual learning. Activity theory is a theoretical framework for analyzing human practices as developmental processes with both individual and social levels interlinked at the same time. Learn is a activity, in this paper, we analyze the composition of collaborative network learning activity including goals, subjects, objects , tools and rules. finally ,We design a multi-agent system for collaborative network learning , structure and function of every type agent are discussed.

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment 
 Context and motivation:
 Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).
 
 What will be demonstrated in this presentation?
 The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.
 
 The implications for future practice
 The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.
 
 
 References
 Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live
 Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101
 

This chapter is an evaluation of the efficiency of 3D Collaborative Virtual Learning Environments to facilitate the implementation of collaborative learning activities. Firstly, there is a presentation of the state of the art regarding open source as well as proprietary platforms. Afterwards, the use of a case study reveals issues concerning the suitability of open source Collaborative Virtual Learning Environments, rationalizing the choice of executing a collaborative learning scenario in Second Life. The specific scenario is then presented culminating in evaluation results related to the appropriateness of Second Life with regards to its technical and pedagogical affordances. Finally, students' suggestions and reactions towards such a novel didactical approach are discussed.

This paper focuses on Collaborative Virtual Learning Environments, examining the state of the art in both open source and proprietary software. Issues pertaining to the use of open source CVLEs are discussed and a collaborative learning activity in Second Life is presented. Evaluation results assess the appropriateness of the Second Life platform in executing collaborative learning scenarios, and reveal the students’ reactions to a novel didactical approach.

Collaborative and social learning assessment requires a broad perspective about learning and the involved processes. Assessment processes have a significant effect on CSCL because they engage learners through accountability and constructive feedback. However, in order to design a coherent and efficient assessment system for collaborative and social learning it is necessary to design an enriched learning experience that predisposes the feedback and awareness in the group. A complex set of simultaneously applied assessment approaches, each reinforcing and/or complementing the other is the main tool to enhance collaborative learning and social interaction amongst group members. In this paper, collaborative learning will be developed into a special environment: a Storyboard Learning Object. Collaborative learning using a storyboard may develop partners' collaborative and social abilities and competences through a sequential of integrated process where the interaction moves are continuously evaluated to determine the storyboard sequence and the use of the resources. To this end, two levels of assessment are proposed: deferred and immediate. Both are combined with contextual information about the user in order to produce an efficient and personalized assessment feedback to ultimately enhance and improve the collaborative learning experience. The research reported in this paper is currently undertaken within a FP7 European project called ALICE.

Learning to program requires the development of multiple skills including critical thinking, problem-solving, as well as learning the syntax and semantics of the programming language. For novices, to acquire all these skills is considered a challenging and difficult task. They have to focus on both problem-solving strategies and the syntax and semantics of the programming language to acquire these skills. In this study, this article compares the current teaching and learning approach of an introductory programming (IP) course with the six categories of Bloom's taxonomy. The assurance of learning (AOL) process was incorporated in the IP course to assess students' learning outcomes on the basis of achiever (high, medium and low) and performance (very good, good enough and not good enough) categories. The results showed that the current teaching and learning approach of the IP course addressed all the six categories of Bloom's taxonomy. Most of the students (63%) fall under the medium achiever category. Moreover, 50% students learning outcomes come under ‘not good enough' performance category.

Problem solving skills are considered an integral part of grasping the precise concepts of the programming domain for novices in introductory programming (IP) courses. But these skills are mostly covered only in early lectures of such courses or are included in just a few early chapters of some relevant textbooks. Consequently, high failure and dropout rates are often reported in IP courses. In this study, we developed and introduced an application, called PROBSOL, which is designed to focus on, and enhance, novice programmers’ problem solving skills. Two versions of the application were developed, a web-based version and a mobile app. The applications were based on pseudo-code techniques. A survey was implemented to collect students’ feedback and semi-structured interviews were conducted to collect instructors’ opinion about the applications. Moreover, final exam grades over two semesters were compared to determine the impact of including the PROBSOL applications in the course. The results show that both students and instructors appreciated the applications and that their use supports students’ cognitive gains and engagement. Moreover, they promote students’ affective engagement in the IP course. The use of the applications improves novices’ programming understanding, logic capabilities and problem solving skills. However, students preferred the mobile version rather than the web-based version during the course. The comparison of students’ grades showed that the students’ achievements were improved and attrition rates were reduced after introducing the PROBSOL applications in the course.

California State University Monterey Bay (CSUMB) uses an outcomes-based delivery philosophy and focuses on measurable student learning. Because of the required outcome it was determined that the students needed more scaffolding or metacognitive support than is typically afforded in the introductory programming courses. The students were simply not capable of making the jump from simple programming concepts to being able to deliver a satisfactory completed portfolio piece. This paper reports on a study that investigated use of pair programming as a delivery methodology for an introductory Java programming course

In today's volatile environment, organizations must navigate frequent disruptions—ranging from pandemics to digital transformation—while maintaining stakeholder satisfaction. However, there is a gap in understanding the true effectiveness of technology in facilitating education in the new virtual realm. This study fills this gap by investigating how collaborative engagement can enhance satisfaction in such contexts, using the case of online education during the COVID‐19 pandemic. Collaborative learning promotes a feeling of brotherly affection and shared purpose among learners, leading to heightened satisfaction levels and a greater sense of control in the virtual learning environment. It nurtures the development of vital social skills crucial for effective virtual interactions. Individuals who perceive a greater sense of control over their virtual environment are more likely to exhibit enhanced virtual social skills and experience higher levels of satisfaction. The study also reveals the complex relationships between collaborative learning, satisfaction, perceived control, and virtual social skills. It highlights the transformative potential of collaborative learning by empowering students with greater control over their learning experiences and leveraging their virtual social skills. Instructors play a crucial role in creating an environment that fosters students' comfort and confidence in the online medium, using strategies such as interactive activities, breakout rooms, and emoticons to enhance virtual social skills and elicit positive responses from students. To ensure continuous learning during events like the COVID‐19 pandemic, instructors should empower students by granting them more control over their learning process, support students in adapting to technological changes, and provide interactive content to cultivate necessary skills for navigating future challenges. Policy frameworks must incorporate mechanisms for peer learning, learner autonomy, and evolving teacher roles, especially as India expands its EdTech ecosystem across diverse demographic and infrastructural contexts.

Resumo: O presente artigo descreve uma investigação que avaliou a utilização de ambientes virtuais de aprendizagem colaborativa no processo de construção de conhecimentos sobre ciências da natureza em um grupo de 16 estudantes do terceiro ano do ensino médio de uma escola pública localizada na região metropolitana de Porto Alegre. A pesquisa teve abordagem qualitativa do tipo estudo de caso e os relatos coletados foram analisados por Análise Textual Discursiva (ATD), com categorias emergentes. O ambiente virtual utilizado foi disponibilizado pela empresa Microsoft® na plataforma OneDrive®. Os participantes identificaram contribuições proporcionadas pelo uso do ambiente virtual e da tecnologia em sala de aula, assinalando seus benefícios para o processo educacional. Entre os argumentos encontrados nas respostas dos participantes, estão os seguintes: o aumento da mobilidade proporcionada pelos recursos tecnológicos; a capacidade de a virtualidade possibilitar o surgimento de múltiplos processos de experimentação; a redução da sensação de distanciamento dos educandos entre si, e destes em relação ao professor; a superação dos limites impostos pelo tempo e espaço da sala de aula transmissiva e; a potencialização do questionamento reconstrutivo, à medida que os recursos para a busca de informações ficam à disposição e podem ser prontamente acessados e questionados pelo grupo de colaboração. Como resultado, a investigação permitiu concluir que os participantes reconhecem que a aprendizagem colaborativa em ambientes virtuais possibilita a implementação de uma forma prática de educação pela pesquisa, pois se desenvolve ao longo de um processo que implica interação com fontes de consulta e com grupos de trabalho, abrindo a possibilidade do surgimento de novas compreensões e relações. Palavras-chave: Aprendizagem colaborativa. Ambientes virtuais.

Programming is a rewarding and yet demanding field in the ICT labormarket, but it is considered a challenging and difficult area of learning for significant numbers of novice programmers. As a result, high attrition rates from introductory programming (IP) courses are reported despite extensive research which attempts to address the issue. In this research, an action research methodology was used with three cycles to investigate and improve the teaching and learning process of the IP course. There were nine activities performed during the span of these three cycles. All three entities of the didactic triangle (student, instructor, and content) together with learning context were incorporated into the research design to understand the problem better and execute the proposed solution. The result shows that three cycles of the action research methodology helps in understanding and improving the students learning outcomes in the IP course. Moreover, the attrition rate was also reduced in the IP course.