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Experiences of Middle School Programming in an Online Learning Environment
Reem Alebaikan1, Hayat Alajlan1, Ahmad Almassaad1
1Department of Curriculum and Instruction, College of Education, King Saud University, Riyadh 11451, Saudi Arabia.
Behavioral Sciences (Basel, Switzerland)
|November 24, 2022
Summary
This study explored online programming for middle school girls in Saudi Arabia. Findings show that collaboration and teacher support are key to engaging girls in coding, fostering digital learning agency.
Area of Science:
- Computer Science Education
- Educational Technology
- Gender Studies in STEM
Background:
- Low uptake of computing by girls is a global and Saudi Arabian challenge.
- Encouraging interest in computer coding among female students requires innovative approaches.
Purpose of the Study:
- To explore online programming learning experiences for middle school girls in Saudi Arabia.
- To identify factors influencing engagement in coding education for young female learners.
Main Methods:
- A qualitative study using an inductive approach.
- An informal online programming course designed with a community-of-inquiry and gamification (Thunkable™, TalentLMS™).
- Data collection included interviews, focus groups, teacher diary, and system activity analysis.
Main Results:
- Digital learning agency is crucial in online programming environments.
- Student collaboration with live tools and teacher support fosters an online community for learning.
- Girls were motivated by improving online skills, future career planning, and resume development.
Conclusions:
- Online programming education for girls can be enhanced through collaborative, teacher-supported digital learning environments.
- Pedagogical insights can encourage greater female interest and participation in computer programming in schools.
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