A descriptive model of instructional processes in interactive learning environments for elementary computer programming

Jeroen J.G. van Merrienboer; Hein P.M. Krammer

doi:10.1007/978-3-662-02840-7_13

A descriptive model of instructional processes in interactive learning environments for elementary computer programming

Jeroen J.G. van Merrienboer
, Hein P.M. Krammer

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

Abstract

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.

Original language	English
Title of host publication	Instructional models in computer-based learning environments
Editors	Sanne Dijkstra, Hein P.M. Krammer, Jeroen J.G. Merriënboer
Place of Publication	Heidelberg [etc.]
Publisher	Springer
Pages	213–228
ISBN (Electronic)	978-3-662-02840-7
ISBN (Print)	978-3-642-08148-4
DOIs	https://doi.org/10.1007/978-3-662-02840-7_13
Publication status	Published - 1992
Event	NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments 1991 - University of Twente, Enschede, Netherlands Duration: 1 Jul 1991 → 4 Jul 1991

Publication series

Name	NATO ASI Series F
Publisher	Springer
Volume	104

Conference

Conference	NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments 1991
Country/Territory	Netherlands
City	Enschede
Period	1/07/91 → 4/07/91

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Access to Document

10.1007/978-3-662-02840-7_13

Cite this

van Merrienboer, J. J. G., & Krammer, H. P. M. (1992). A descriptive model of instructional processes in interactive learning environments for elementary computer programming. In S. Dijkstra, H. P. M. Krammer, & J. J. G. Merriënboer (Eds.), Instructional models in computer-based learning environments (pp. 213–228). (NATO ASI Series F; Vol. 104). Springer. https://doi.org/10.1007/978-3-662-02840-7_13

van Merrienboer, Jeroen J.G. ; Krammer, Hein P.M. / A descriptive model of instructional processes in interactive learning environments for elementary computer programming. Instructional models in computer-based learning environments. editor / Sanne Dijkstra ; Hein P.M. Krammer ; Jeroen J.G. Merriënboer. Heidelberg [etc.] : Springer, 1992. pp. 213–228 (NATO ASI Series F).

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title = "A descriptive model of instructional processes in interactive learning environments for elementary computer programming",

abstract = "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.",

author = "\{van Merrienboer\}, \{Jeroen J.G.\} and Krammer, \{Hein P.M.\}",

year = "1992",

doi = "10.1007/978-3-662-02840-7\_13",

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booktitle = "Instructional models in computer-based learning environments",

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note = "NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments 1991 ; Conference date: 01-07-1991 Through 04-07-1991",

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van Merrienboer, JJG & Krammer, HPM 1992, A descriptive model of instructional processes in interactive learning environments for elementary computer programming. in S Dijkstra, HPM Krammer & JJG Merriënboer (eds), Instructional models in computer-based learning environments. NATO ASI Series F, vol. 104, Springer, Heidelberg [etc.], pp. 213–228, NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments 1991, Enschede, Netherlands, 1/07/91. https://doi.org/10.1007/978-3-662-02840-7_13

A descriptive model of instructional processes in interactive learning environments for elementary computer programming. / van Merrienboer, Jeroen J.G.; Krammer, Hein P.M.
Instructional models in computer-based learning environments. ed. / Sanne Dijkstra; Hein P.M. Krammer; Jeroen J.G. Merriënboer. Heidelberg [etc.]: Springer, 1992. p. 213–228 (NATO ASI Series F; Vol. 104).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

TY - CHAP

T1 - A descriptive model of instructional processes in interactive learning environments for elementary computer programming

AU - van Merrienboer, Jeroen J.G.

AU - Krammer, Hein P.M.

PY - 1992

Y1 - 1992

N2 - 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.

AB - 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.

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SP - 213

EP - 228

BT - Instructional models in computer-based learning environments

A2 - Dijkstra, Sanne

A2 - Krammer, Hein P.M.

A2 - Merriënboer, Jeroen J.G.

PB - Springer

CY - Heidelberg [etc.]

T2 - NATO Advanced Research Workshop on Instructional Models in Computer-Based Learning Environments 1991

Y2 - 1 July 1991 through 4 July 1991

ER -

van Merrienboer JJG, Krammer HPM. A descriptive model of instructional processes in interactive learning environments for elementary computer programming. In Dijkstra S, Krammer HPM, Merriënboer JJG, editors, Instructional models in computer-based learning environments. Heidelberg [etc.]: Springer. 1992. p. 213–228. (NATO ASI Series F). doi: 10.1007/978-3-662-02840-7_13

A descriptive model of instructional processes in interactive learning environments for elementary computer programming

Abstract

Publication series

Conference

UN SDGs

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