Browsing to learn: How computer and software engineering students use online platforms in learning activities

Abstract

Background

The surge of online platforms has generated interest in how specialized platforms support formal and informal learning in various disciplinary domains. Knowledge is still limited regarding how undergraduate students navigate and use platforms to learn. Objectives

This study explores computer and software engineering students' learning practices, wherein online platforms are used as resources for both curricular learning activities and students' interest-driven learning. Methods

The learning practices of 73 students were examined using a mixed-methods design and a conceptualization of practices accounting for the context and purpose of their enactment. The dataset includes students' self-reports on domain-specific learning activities, three-month-long web-browsing history of multiple platforms and stimulated-recall interviews. The data were analysed through latent class and thematic analyses. Results and Conclusion

Five distinct patterns were found in the use of online platforms. These patterns show that different types of platforms were used purposely and in combination during curricular and interest-driven activities aimed at learning software development. Moreover, students' purposes were driven by both the need to progress in their learning activities and the development of their interest in software development. The findings highlight the complexity of students' learning with online platforms, which develop quite extensively beyond curricular boundaries. Implications

The findings stress the need to recognize that undergraduate students' learning practices involve multiple online platforms and activities beyond the formal curriculum and that these play a key role in developing students' interests in learning software development. Moreover, our findings indicate the importance of taking into account the way students' learning practices unfold within platforms and how these relate to domain-specific practices.