Exploring the Support for Self-Regulation in Adult Online Informal Programming Learning: A Scoping Review

Abstract

Previous research on programming education has mainly focused on formal learning environments and the programming communities of children and professionals, leaving the daily practices and learning needs of adult novices who learn to program informally online under-explored. This study aims to address this gap by providing a background that contextualizes the challenges and practices of adult novices learning informally online, with a particular emphasis on self-regulation. A scoping review methodology was employed to explore existing literature on this topic. Of 510 papers returned in the search, only 8 papers met the inclusion criteria for the review. The findings indicate a lack of research on how to support self-regulation in online informal programming learning settings. Additionally, it revealed that adult novices may face challenges such as loneliness, frustration, and uncertainty when learning informally online. It also highlights the potential importance of peer support, metacognitive skills, and self-efficacy in fostering learning in this population. The study presents a novel focus on the role of self-regulation in the context of informal online programming learning and differs from previous literature that largely focuses on formal learning settings. The findings have the potential to inform the field of computing education by shedding light on this population and their specific learning needs.