Scaffolding strategies for teaching introductory programming

Traditionally the learning of programming is documented as being a challenging activity among higher education students all over the world. This paper will provide an overview of the current literature on learning strategies with respect to programming with a view to identify mechanisms for scaffolding student learning in introductory programming courses. Typically scaffolding the learning of programming with respect to students’ cognition and collaboration in order to improve their self-efficacy in producing programs will be addressed. The aim is to find if such scaffolding will have an impact on the learning of programming