为什么选择SuaCode？：理解非洲学生参加基于智能手机的在线编码课程的动机
"Why SuaCode?": Understanding African Students' Motivations for Taking a Smartphone-Based Online Coding Course
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中文总结 AI 辅助
研究非洲学生参加基于智能手机的在线编码课程SuaCode的动机，通过对3000份问卷中随机抽取的450份进行扎根理论分析，发现多数学生因提升自我等内在原因参与，为面向非洲学生的编程MOOC设计提供启示。
中文摘要 AI 辅助
计算机编程大规模开放在线课程（MOOCs）有助于在资源有限的地区为学生提供高质量教学。这对非洲高等教育学生尤其有益，因为只有不到1%的非洲中学生具备基本编码技能。提高MOOCs对非洲学生有效性的一种策略是了解学生的入学动机。这些见解可为MOOC内容和评估设计提供参考，使其与学生兴趣相符。我们对参加基于智能手机的在线编码课程（SuaCode）的（自我认定的）非洲学生进行了开放式问卷调查。我们采用扎根理论方法分析了从3000份回复中随机抽取的450份样本。我们发现，大多数非洲学生（68.7%）参加SuaCode是出于内在原因，如提升自我、与志同道合者共同学习以及获得有助于解决社会问题的技能。我们讨论了这些发现对面向非洲学生的编程MOOC设计的启示。
英文摘要
Computer programming MOOCs are instrumental in providing students with high-quality instruction in areas where there is limited access. They are especially beneficial to post-secondary African students as less than 1% of them leave secondary school with fundamental coding skills. One strategy for increasing their efficacy for African students is to understand students' motivation for enrolling. These insights can inform the design of MOOC content and assessments to align with students' interests. We administered an open-ended response survey to (self-identified) Africans enrolled in a smartphone-based online coding course (SuaCode). We analyzed a random sample of 450 (of 3000) responses using a grounded theory approach. We found that most African students (68.7%) participated in SuaCode for intrinsic reasons such as improving themselves, learning with like-minded individuals, and gaining skills to help address societal issues. We discuss the implications of these findings in the design of programming MOOCs targeted at African students.
