This chapter presents a descriptive model of the instructional processes that may be distinguished in computer-based learning environments for teaching elementary computer programming. First, the claim is made that instructional processes fundamentally differ for recurrent component skills involved in programming (i.e., skills that are performed in a highly similar way over various problem situations, such as using the programming environment or translating an algorithm into code) and for non-recurrent skills involved in programming (i e, skills that require a variable performance over problem situations, such as analyzing a programming problem or designing an algorithm). Second, the claim is made that instructional processes also fundamentally differ for (a) practice, (b) the presentation of information, and (c) feedback and reaction. For each of the resulting six categories of the model, design principles are presented that one should take into account in the design of computer-based learning environments. Based on these principles, a survey is made of some well-known computer-based learning environments for elementary programming; it is concluded that the instructional models which underlie these systems are often incomplete and overly simplified.
|Name||NATO ASI Series F|
|Conference||NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments 1991|
|Period||1/07/91 → 4/07/91|