Background: Integrating programming in K-12 curriculum has become a global consensus. Teachers are central figures in programming instruction. But the majority of current research focuses on teachers' external teaching behaviours and less on teachers' attitudes towards programming. Objectives: The purpose of this study is to validate the K-12…

Computational thinking (CT) plays a vital role in the fields of science, technology, engineering and mathematics (STEM). However, whether students' learning attitude towards STEM is related to their CT skills remains unknown. Two studies were conducted to address this knowledge gap. In Study 1, we validated a newly developed STEM learning attitude…

Massive open online course (MOOC) studies have shown that precourse skills (such as precomputational thinking) and course engagement measures (such as making multiple submission attempts with assignments when the initial submission is incorrect) predict students' grade performance, yet little is known about whether these factors predict students'…

The role of social tools in massive open online courses (MOOCs) is essential as they connect participants. Of all the participants in an MOOC, top contributors are the ones who more actively contribute via social tools. This article analyses and reports empirical data from five different social tools pertaining to an actual MOOC to characterize…

Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning fractions with students taught by the same teachers who were not assigned to the technology. There were…