The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4) databases of scientific publications, 95 studies published in the last five (5) years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11) Collaborative Learning Techniques (CLT) that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.

/pdf/el-trabajo-colaborativo-como-estrategia-didactica-para-la-3dxopwwteh.pdf

El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura

The dramatic increase in the prevalence of hybrid and online learning environments, in part due to the growth in blended learning pedagogies and more recently the impact of the COVID-19 pandemic, has intensified the focus on developing instructional strategies that support student learning in self-directed online environments. One particular education research context is in the design of online environments that can support guided inquiry-based learning in the absence of the teacher. Specifically, how embedded pedagogy facilitates students' interactions with the online learning content and influences their engagement and approaches to learning. This study investigates the nature of student interactions with learning content in an online, guided inquiry-based, self-directed learning environment to explore their approaches to learning. Students interacted with scaffolded guided-inquiry online modules designed through application of a predict-observe-explain-evaluate framework. Quantitative data (engagement measures) were collected through digital artifacts and qualitative data (student reflections and activity) through interviews and student written responses. A diversity in learning approaches was observed as a result of individual learners' differences in their prior online experiences and existing chemistry knowledge. Learners’ individual differences also influenced student engagement in terms of persistence, systematic investigation and understanding of the science concepts. Findings from this study contribute to understanding the nature and diversity in student interactions that inform the instructional design of self-directed online environments. 

Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments

Purpose
The purpose of this paper is to identify the success factors and challenges for students studying in an open and distance learning (ODL) mode and recommend strategies for student persistence based on the findings.

Design/methodology/approach
Three groups of ODL students with various levels of study performance – nine high-level, nine mid-level and eight low-level students – were invited to participate in three focus group interviews. They were asked about their motivation, success factors and challenges in their studies.

Findings
The different groups of participants showed observable variations in their response. The mid-level students believed that word-by-word rote memorisation was their best strategy in preparing for examinations. The low-level students believed that they needed to master multitasking to learn well in tight schedules. All these weak student participants considered quitting at some points, but no high-level student did so. To improve student persistence, the authors focus on meeting the needs of weak students and recommend the following actions for student persistence: add a time management and study skills component to existing courses for students to practise; appoint advisors to distance learning students to help them create an appropriate study plan and acquire a sense of belonging; make learning videos short and engaging; consider adopting student leaders or peer tutors that have been used successfully in full-time study; and conduct focus periodically with students to hear their views.

Originality/value
This study revealed the factors contributing to student persistence in ODL for the students of various levels of study performance. The results help in formulating measures to meet the diverse needs of ODL students for persistence in their studies.

Student persistence in open and distance learning: success factors and challenges

Students' academic performance embodies an essential part of the constellation of factors determinant of student success. Also, it plays a very significant role in education, primarily as a concrete tool to assess the student's learning process. Psychologists and researchers have attempted to comprehend how students vary in processing, retaining, and retrieving learning information and have used various personality, attitudinal, cognitive styles, and ability measures. Thus, this study's primary purpose was to determine the students' study attitudes, study habits, and academic performance. Further, this examined the influence of study attitudes and study habits on their academic performance. The study respondents were the senior high school students in a Catholic School in Bulacan, Philippines. The Descriptive-correlation research method was utilized to describe the respondents' profile in terms of their study attitudes, study habits, and academic performance. A total of one hundred thirty (130) senior high school students participated in this study. The null hypothesis at .05 alpha level of significance was tested to determine the influence of study attitudes and study habits on the students' academic performance. The computed multiple regression analysis results revealed that study attitudes and study habits do not significantly affect senior high school students' academic performance.

https://www.ijarw.com/PublishedPaper/IJARW1382.pdf

The influence of study attitudes and study habits on the academic performance of the students

Study habits are at the core of a learner's academic success. It is an action like reading, taking notes, conducting study groups that students perform frequently, and regularly accomplishing the learning goals. It can be defined as effective or counterproductive based on whether it serves the students well. Thus, the study's primary purpose was to determine the relationship between study habits and the students' academic performance. The descriptive-correlation design was utilized to describe the respondents' profile regarding their study habits and academic performance. A total of one hundred twenty-six (126) Grade 11 senior high school learners participated in this study. Moreover, the main research instrument utilized in the study was the Palsane and Sharma Study Habit Inventory. Its eight sub-scales are budgeting time, physical condition, reading ability, note-taking, learning motivation, memory, taking examinations, and health. The findings showed that the respondents' study habits are at a relatively average level. The result revealed no significant relationship between study habits and academic performance. Also, the results showed that the study habits of the students are at a relatively average level. Additionally, enhancing students' study habits are relevant, especially in note-taking, reading ability, and health, thus improving their academic performance. Keyword: Study habits, Senior High School Learners, Palsane and Sharma Study Habit Inventory, Academic Performance

https://www.ijarw.com/PublishedPaper/IJARW1394.pdf

The learners' study habits and its relation on their academic performance

In a final-year undergraduate course, study effort has insignificant positive influence on student performance Prior knowledge alone accurately predicts student performance We conjecture that prior knowledge gradually increases its influence on performance as students progress through a 4-year undergraduate program To benefit students in latter study years, universities should allocate resources for freshmen to build solid study habits and background knowledge Finally, our study shows that individual’s choice between face-to-face lectures and recorded lectures has no bearing on student performance and cram study has limited benefits

Prior Knowledge Dwarfs Hard Work in Achieving Academic Performance

We applied k-means clustering to a class of senior undergraduate computing students Weekly study time, inside and outside of classrooms, increases 52 minutes from weakest students to mid-pack students But it decreases 20 minutes from mid-pack students to best students Studying for longer helps weakest students Mid-pack students do not get better by increasing their study time but they can improve by reallocating time spent on recorded lectures to autonomous self-study such as writing programs and studying lecture notes which better cultivate reflective thinking than lectures We have identified specific study strategies to suit students according to their current performance For all students, better attentiveness improves their results noticeably

Attentiveness and Self-Studying are Keys to Academic Performance

This paper studies 80 final-year undergraduate computing students in an advanced programming course, and aims to relate their reported self-study time for the regular pair-programming labs to their examination performance We expect that more regular self-studying time would lead to a better examination performance It is interesting that this is true only for the 27 at-risk students, which are defined as those students failing in the course's mid-term test We use the k-means algorithm to divide these students into 2 groups according to their self-study time for lab and the difference between their exam and test scores For the other 53 non-at-risk students, the same analysis using the k-means algorithm shows that more self-study time for lab does not lead to better examination performance, while it is the self-study time right before the exam which affects the performance It casts doubt on the commonly given unqualified advice for students to study routinely over cramming right before exam The result leads us to look for other factors that determine student performance

Being Well-Prepared for Regular Pair-Programming Helps At-Risk Students

Students were motivated to acquire a new study habit of reviewing within 24 hours of the weekly lecture. We sent email reminders to students during the first term to reinforce this habit. At the end of the full year course, students reported whether they have acquired and maintained the new habit during the second term without the reminder support. While there are more failures than successes in their attempts to acquire the new habit, we found evidence for a correlation of the email reminders and the successful habit formation. We also found the new study habit to have a positive effect on student performance. We conclude that the effort to improve the study habits of university students even in their senior years has paid off. Some students also reported that their reviewing is not useful or only somewhat useful in their learning experience. It is an indicator that assistance may be in order for students to overcome challenges in their study.

Altering Study Habits with Email Reminders

Weekly e-mail reminders were sent to students inspired to acquire the habit of reviewing within 24 hours of lecture. Reminders were withheld in the second term. Students reported whether they have acquired and maintained the new habit even without the study reminders for the entire second term. We found that e-mail reminders contributed to study habit formation. The new study habit was also found to improve student performance. We describe a simplified adaptation of the unified theory of acceptance and use of technology (UTAUT) to study factors that affect behavioural intention to use reminders for study habit alteration.

Towards a theory of study habit alteration

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