Abstract
This study examines the impact of a situated learning class framework on student learning and sense of belonging in a first-year introductory computer programming course offered at an urban commuter campus. The framework provided students opportunities to engage in hands-on activities embedded in authentic contexts facilitated or led by students from computer science clubs and a service-learning program. Our results suggest that 1) participation in peer interactions within the classroom helped students build learning communities and networks beyond the classroom and strengthened their development of a professional identity; 2) through redesigning curriculum and pedagogy to accommodate students’ needs and learning styles, college and university faculty may cultivate a collaborative culture and a sense of belonging at various levels: classroom, department, and campus.
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Recommended Citation
Liang, Lily R. and Kang, Rui
(2024)
"Increasing Commuter Students’ Sense of Belonging with Situated Learning in a First-year Computer Programming Course,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 18:
No.
2, Article 3.
Available at: https://doi.org/10.20429/ijsotl.2024.180203