Abstract
The purpose of this study is to explore the effects of the web-based learning environment with cognitive strategies and tools (WLEC) on students’ learning of a programming language (ASP). The samples are six students from a junior college. The data pool was mainly collected by qualitative approaches, and some quantitative data were used as supplements. Based on Cognitive Flexibility Theory, Scaffolding Theory, and Advance Organizer Theory, WLEC builds semantic networks by connecting nodes and constructs two different learning paths: expert-guided learning path and individualized learning path. Students can go through the environment either under an expert’s guidance or by making their own decisions. The results showed that students’ performances improve significantly, and students acknowledge that WLEC indeed can better their learning of programming languages.
| Keywords: | cognitive strategies; cognitive tools; Scaffolding Theory; advance organizer; Web-based learning environment |
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