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Table 5. The statistics of the students’ discussions related to coursework assignments
Question Reply Reply /Question Question solved Question solved / Question
Assignment1 4 1 0.25 1 0.25
Assignment2 0 0 0.00 0 0.00
Assignment3 10 5 0.50 2 0.40
Assignment4 27 25 0.93 20 0.74
Assignment5 27 39 1.44 25 0.93
Assignment6 17 19 1.12 15 0.88
Assignment7 8 7 0.88 5 0.63
Comments from interview with the students
Three students, SA, SB, and SC, were chosen randomly from three grade-based groups for in-depth interviews. The
teacher interviewed with the three students after the course end. Some of the students’ comments that are useful for
improving WCSS are summarized as follows:
• The suggested concepts listed on an exercise web page can hint which concepts I can use in completing the
exercise. If I don’t know how to complete it, the hint can help me. But sometimes it may limit my creativity in
using other concepts to complete the exercise. (responded by SB)
• Since each student received different programming exercises, it was not easy to find someone who received the
same exercises as me. It forced me to complete the assigned exercises by myself. (responded by SC)
• Most of the assigned exercises are very difficult. I needed to spend considerable time completing each assigned
exercise. I feel that it is not fair to give me difficult exercises. (responded by SA)
• The e-dictionary system was useful in learning programming concepts since it provided related learning
materials, such as explanations, discussion threads, and programming examples. However, it did not help me
analyze the algorithm of the assigned programming exercises. (responded by SB and SC)
• If I did not know which concepts I needed to complete a programming exercise, then the e-dictionary system
was not useful in helping me complete the programming exercises. (responded by SB)
• The learning materials in the e-dictionary system were too simple and did not cover enough materials. It can not
advance my skills. I prefer finding learning materials on the Internet for solving problems and learning.
(responded by SA)
Discussions
The designed WCSS system, including PADS, e-dictionary, and peer recommendation system, provide three ways of
assistance to support students in performing coursework within their ZPD. A result is statistically significant
revealing that students with the support of the WCSS in a coursework activity have higher likelihood of doing their
coursework within their ZPD than without the support of WCSS. In addition, the number of exercises that can be
completed before deadline by students with the support of WCSS is significantly more than those done by students
without the support of WCSS. It partly prove that the WCSS can provide effective support for students to complete
their exercises. According to these results, we believe that WCSS can improve learning in the coursework activity by
providing challenge and assistance.
The exercise web page that presents hyperlinks to the e-dictionary and peer recommendation system reminds
students which ways of assistance can be used for completing their exercises. Moreover, the programming concepts
listed in the concept section suggest which concepts can be used for completing the exercise. The WCSS providing
explicit guidance and task-related assistance in the exercise web page can direct students to complete their exercises.
It also reduce students’ cognitive load in help seeking activities (Aleven, Stahl, Schworm, Fischer, & Wallace,
2003). However, the explicit guidance may be ineffective where self-regulation is needed (Hill & Hannafin, 2001)
and sometimes may hinder students from using different programming concepts for solving problems (SB responded
this). The explicit guidance has both positive and negative effects for learning. Therefore instructional designers
should consider this factor to provide learners appropriate support.
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