[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597652-105":59,"doc-detail-597652-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-asynchronous-online-discussion-to-learn-introductory-programming-an-exploratory-analysis","Using asynchronous online discussion to learn introductory programming - An exploratory analysis","","Study examines whether asynchronous online discussions can effectively support secondary school students learning introductory programming concepts. Forty-five male students aged 13–15 participated in two consecutive online discussions supplementing HTML learning (24 days) and beginning programming (36 days). Learners actively understood and applied new concepts through the discussion format, posting mostly clear, high-quality messages beyond curriculum. While attitudes and participation varied, most students reported useful gains; over three quarters of threads were resolved, and participation significantly correlated with learning performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-asynchronous-online-discussion-to-learn-introductory-programming-an-exploratory-analysis/597652/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-asynchronous-online-discussion-to-learn-introductory-programming-an-exploratory-analysis/597652.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What study question is examined in the paper?","Question",{"text":112,"@type":113},"The study investigates whether online discussions can be used effectively by secondary school students to learn introductory-level programming topics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students engaged and for how long?",{"text":117,"@type":113},"Forty-five male students aged 13–15 took part in two consecutive online discussions: one supporting HTML learning for 24 days and another for beginning programming over 36 days.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship was found between participation and learning?",{"text":121,"@type":113},"Participation in the discussion board was significantly and positively correlated with learning performance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597652,1792230295,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology  \nVolume 32( 1 ) Winter / hiver 2006  \nUsing asynchronous online discussion to learn introductory programming: An exploratory analysis  \nRobin Kay  \nAuthors  \nDr. Robin Kay is an Assistant Professor, University of Ontario Institute of Technology, Faculty of Education, 2000 Simcoe St. North, Oshawa, Ontario, L 1 H 7 L 7. Correspondence regarding this article can be directed to him [at:](at:robin.kay@uoit.ca)[robin.kay@uoit.ca](at:robin.kay@uoit.ca)  \nAbstract  \nAbstract: Previous research on online discussions has focused on university students learning higher level subjects . The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting to learn introductory level topics . Forty five male students, ranging in age from 13 to 15 years old, participated in two consecutive online discussions used to supplement the learning of HTML (24 days) and beginning programming (36 days) respectively . Students were able to actively understand and apply new concepts and procedures using an online discussion format. The majority of students posted clear, good quality messages that covered material which went beyond the course curriculum. Although attitudes toward using online discussions and participation rates were uneven, most students reported gaining useful information from the discussion board. More than three quarters of all discussion threads were resolved. Finally, and perhaps most important, participation in the discussion board was significantly and positively correlated with learning performance .  \nRé sumé : Une recherche anté rieure sur les discussions en ligne mettaitl’accent sur des étudiants de l’universit é s ’inté ressant à des matières plus avancé es . L’objet de l’étude en cours était d’examiner si les discussions en ligne peuvent être utilis é es efficacement par les élèves du secondaire quitentent de s ’initier à des cours de base . Quarante cinq étudiants masculins,â gé s de 13 à 15 ans, ont partic ipé à deux discussions en ligne consé cutives utilis é es pour compléter l’apprentissage du HTML (24 jours) et pour débuterla programmation (36 jours) . Les étudiants ont ét é en mesure de trè s bien comprendre et d’appliquer de nouveaux concepts et de nouvelles procéduresen discutant en ligne . La majorit é des élèves ont enregistré des messages clairs et de bonne qualit é qui a bordaient de la matière qui alla it au delà du  \nplan de cours . Mê me s i on a observé certains é carts quant aux attitudes relatives à l’utilisation de discussions en ligne et quant au taux de participation, la p lupart des élèves ont déclaré avoir pu t i rer profit du groupede discussion. Plus de trois quarts des sujets abordés ont trouvé ré ponses .  \nLa dernière conclusion, et non la moindre, la participation au groupe de discussion était corrélée au rendement de l’apprentissage de façon importante et positive .  \nOverview  \nIt has been well documented that properly structured, face to face, cooperative learning can have significant positive effects on learning ( e .g., Dewey, 1966; Johnson & Johnson, 1994, 1998; Kagan, 1997; Sharon, 1999; Slavin, 1995) , particularly when students are actively constructing meaning ( e .g., Bereiter & Scardamalia, 1989; Br uner, 1983, 1986; Scardamalia & Bereiter, 1999; Vygotsky, 1978) . Over the past ten years, considerable research has examined whether the benefits of cooperative and constructive learning models can be extended to a computer based environment in the form of online discussion ( e .g., Berge & Muilenburg, 2000; Blignaut & Trollip, 2003; Bonk & King, 1998; Burstall, 2000; Hara, Bonk, & Angeli, 1998; Knowlton & Knowlton, 2001; Li, 2003; Loomis, 2000; Love, 2002; Mazzolini & Maddison; 2003; Sch rum & Hong, 2002; Shaw & Pieter, 2000; Son, 2002; Wick strom, 2003; Wu & Hiltz, 2004; Zhu, 1998) . The vast majority of these studies have focussed on higher education students . Consider","cbCaiuwRPXzUUVT1","https://ap.wps.com/l/cbCaiuwRPXzUUVT1","pdf",565329,24,"English","# Overview\n# Literature Review\n# Study Purpose\n# Abstract","[{\"question\":\"What study question is examined in the paper?\",\"answer\":\"The study investigates whether online discussions can be used effectively by secondary school students to learn introductory-level programming topics.\"},{\"question\":\"How were students engaged and for how long?\",\"answer\":\"Forty-five male students aged 13–15 took part in two consecutive online discussions: one supporting HTML learning for 24 days and another for beginning programming over 36 days.\"},{\"question\":\"What relationship was found between participation and learning?\",\"answer\":\"Participation in the discussion board was significantly and positively correlated with learning performance.\"}]","Using asynchronous online discussion to learn introductory programming - An exploratory analysis | PDF",1792085427]