Evaluation of the pedagogical usability of digital learning material with respect to its ability to support learning theories in the distance teaching of programming concepts

Digital learning material contributes significantly to distance learning since different learning theories are activated through it. We proceeded to the construction of digital learning material in order to teach programming concepts in the course of Informatics which borrowed features from the constructivism paradigm. The order of activity execution was determined through a learning activity management system (LAMS) whereas emphasis was placed on the mechanism of shaping ideas through collaborative learning. The constructed material was addressed to students of the first grade of vocational schools who were asked to evaluate the material with respect to the degree of the control exerted on the learning procedure as well as the ability to apply the acquired knowledge on related problems. The collaborative environment and the skills cultivated was also a subject of investigation. The results of our study showed that the material can motivate the students to participate more actively in learning. It was asserted that although the collaborative tools facilitated communication, they were not exploited systematically in order for the submitted product of the students’ efforts to be of better quality.