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TLC for MOOCs: Teaching and Learning Communities for Computer Programming

TLC for MOOCs: Teaching and Learning Communities for Computer Programming

Dominic Mentor, Rizqarossaa Darni, Anna Cho
Copyright: © 2022 |Pages: 23
ISBN13: 9781668439968|ISBN10: 1668439964|ISBN13 Softcover: 9781668439975|EISBN13: 9781668439982
DOI: 10.4018/978-1-6684-3996-8.ch006
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MLA

Mentor, Dominic, et al. "TLC for MOOCs: Teaching and Learning Communities for Computer Programming." Handbook of Research on New Media, Training, and Skill Development for the Modern Workforce, edited by Dominic Mentor, IGI Global, 2022, pp. 110-132. https://doi.org/10.4018/978-1-6684-3996-8.ch006

APA

Mentor, D., Darni, R., & Cho, A. (2022). TLC for MOOCs: Teaching and Learning Communities for Computer Programming. In D. Mentor (Ed.), Handbook of Research on New Media, Training, and Skill Development for the Modern Workforce (pp. 110-132). IGI Global. https://doi.org/10.4018/978-1-6684-3996-8.ch006

Chicago

Mentor, Dominic, Rizqarossaa Darni, and Anna Cho. "TLC for MOOCs: Teaching and Learning Communities for Computer Programming." In Handbook of Research on New Media, Training, and Skill Development for the Modern Workforce, edited by Dominic Mentor, 110-132. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3996-8.ch006

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Abstract

This chapter reports on a sustainable model created to increase engagement, success, and retention in a MOOC for learning computer programming within a United States-based national vocational program. The training organization was one of 10 national and regional organizations awarded scholarships by American-based information and telecommunications companies to participate in a MOOC to introduce and learn computer programming. The curriculum was informed and designed by multinational software technology corporations to address the dearth of computer programming talent in the USA. The academic unit set out to convert the poor state of MOOC completion rates, to convert the online opportunity into an active, supportive, and an engaging virtual space with a view to increase completion. Theoretical frameworks of scaffolding the learning and leveraging zones of proximal development were employed with precursor courses to help ramp up knowledge of an unknown subject area and skill. Social connectedness methods were also used to create teaching and learning communities (TLC) of support.

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