An Examination of High School Students' Understanding of Learning in a Computer Applications Class

Abstract

Students' voices have not been extensively heard in research in computer education. In this study, a secondary school teacher of computer applications (the first author) explores with her students their ideas and perceptions about learning in her class, asking them about how they learn best and what approaches and teaching strategies they find most conducive to learning. Analysis of qualitative data collected through use of questionnaires, interviews, and a focus group suggests that, given the opportunity, students can articulate a variety of ideas about their learning, engage in metacognitive activity, identify their strengths and difficulties in learning, and make suggestions about how to improve learning. Issues of cognitive load and the purposes and goals of instruction in computer applications are discussed. The findings inform not only the teaching and learning of computer applications courses, but teaching and learning more generally.