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Metacognitive challenges to support self-reflection of students in online Software Engineering Education

机译：支持在线软件工程教育中学生自我反思的元认知挑战

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Software engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students' self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students' perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.
机译：软件工程教育要求学生开发技术知识和先进的认知和行为技能，特别是在新手的过渡到精通。在远程学习中，障碍更大，因为学生需要更大的自主权，采用自我和学习共同调节的策略。面对这些挑战，Simprogramming方法已经转移到DL：E-SimProgramment的背景中。在E-SIMPRAGROMING实施的第二次迭代（2019/2020）中，一个适应是将元认知挑战（MC）列入，以促进学生对学习过程的自我反思。我们解释了两种实施的MCS的设计。我们提供的定性和定量分析：1）在整个学期中的MCS提交的演变，确定在截止日期内的规律性和完成及其与学生成功的关系; 2）学生对MCS的看法。结果表明，高MC提交和学生成功之间的正相关性，更大的兴趣和学生在2型MCS中的参与以及对MCS的积极看法。

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