Journal Name:

Publication Year:

Abstract (2. Language): 
This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the object-oriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-Pair-Share” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.



Barfurth, M. A. (1995). Understanding the Collaborative Learning Process in a Technology Rich Environment: The Case of children’s Disagreements. Department of Science and Education, University of Quebeca Hull.
Chen, J.W. & Chih, C. L. (2006). A van Hiele Web-based Learning System with Knowledge Management for Teaching Programming. Proc. 6th IEEE Int. Conf. Advanced Learning Technologies, Washington D.C., USA, pp. 114-116.
Cheung, R., (2006). A web-based learning environment for object-oriented programming. Int. J. of Information & Operations Management Education, vol.1, no. 2, pp. 140 – 157.
IBM Corporation Rational University. (2004). Mastering Object-Oriented Analysis and Design with UML 2.0 Student Guide (Vol 1)., International Business Machine Corporation, Cupertino, CA.
Lahtinen, E., Ala-Mutka, K., Jarvinen, H., (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, vol. 37, no. 3, pp. 13-14.
Law, K.M.Y., Lee, V.C.S., & Yu, Y.T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, vol. 55, pp. 218–228.
Mahfudzah O., Muhaini O., Nurzaid M.Z, Atiqqah K.Z. & Mohd Norafizal A. A. (2010). Enhancing logical thinking level among computer science students through cooperative learning, Proc. 2010 Science, Technology and Social Sciences Regional Seminar, Pahang, Malaysia, pp. 617-624.
Owen, M., Grant, L., Sayers, S., & Facer, K. (2006). Social software and learning, in Opening Educ. Rep, Bristol, UK.
Roschelle, J. & Teasley, S. D. (1995). The Construction of Shared Knowledge in Collaborative Problem Solving in Computer Communication and Cognition Vygotskian Perspectives, pp. 67-197. Cambridge: Cambridge University Press.
Tsai, W.T., Wu, L., Elston, J. & Chen, Y.N. (2011). Collaborative Learning Using Wiki Web Sites for Computer Science Undergraduate Education: A Case Study. IEEE Trans. Edu., vol 54, no. 1, pp. 114-124,
Verginis, I., Gogoulou, A., Gouli, E., Boubouka, M., & Grigoriadou, M. (2011). Enhancing Learning in Introductory Computer Sciences Courses Through SCALE: An Empirical Study. IEEE Trans. Edu., vol. 54, No. 1, pp. 1-13.
Wang, T.T., Su, X.H., Ma, P.J., Wang, Y. Y. & Wang, K.Q. (2011). Ability-training-oriented automated assessment in introductory programming course. Computers & Education, vol. 56, pp. 220–226.

Thank you for copying data from http://www.arastirmax.com