Applying web-mediated co-curricular learning and phenomenon-based learning to improve students' programming skills and self-efficacy in an online programming course

Aiming to develop practical programming skills and self-efficacy of students in an online learning environment, two teaching approaches were integrated using co-curricular learning (CCL) and phenomenon-based learning (PhBL); their effects on first-year university students' learning were investigated. The researchers conducted a quasi-experiment to investigate the effects of web-mediated CCL and PhBL using a 2 (CCL vs. non-CCL) x 2 (PhBL vs. non-PhBL) factorial pretest/posttest experimental design. The experimental groups comprised the first class (G1) which simultaneously received the web-mediated CCL and PhBL intervention, the second class (G2) which only received the web-mediated CCL intervention, and the third class (G3) which only received the web-mediated PhBL intervention, while the control group (G4) received a traditional teaching approach (non-CCL and non-PhBL). The study results showed that students who received web-mediated CCL had significant increase in their programming skills. In addition, students who received web-mediated PhBL exhibited significantly better development of self-efficacy at the end of the semester. Thus, it is expected that the design of integrating CCL and PhBL in an online programming course could provide references for educators and teachers conducting online, flipped, or hybrid courses.