由於程式語言教學內容過於繁雜，即使在過去眾多研究中有許多改善的方式，但是目前仍然存在教學上的困難。為了促使學習者能在傳統實體電腦程式課程中，產生有意義的學習，本研究使用概念圖作為教學工具。概念圖的功能，可以將知識整合在一起，以視覺化圖像方式呈現。學習者則透過概念圖的學習，基於建構主義的學習模型，將新知識與自身舊有的知識作結合。然而，在自我遠程學習中，並沒有專注在建構主義的模型。本研究的研究目的在驗證程式語言教育在概念圖運用建構主義理論與傳統自我遠端學習之比較。
本研究基本研究基於準實驗設計，以線上學習程式語言且使用概念圖的方式，探討學習者的學習成效。本研究比較了兩種概念圖用法，其一為將概念圖作為被動教學之工具，其二為應用建構主義於概念圖。此外，本研究還調查學習者學習成績的決定因素對於學習工具、學習適應程度及學科適應度的影響。
研究結果顯示，使用概念圖的學習者優於不使用概念圖的組別，且使用主動式概念圖的學習者優於使用被動式概念圖的學習者。總結來說，為了改善學習者學習成效，授課者在課程內容架構設計上須考量學習者積極度對於概念圖使用體驗、學科的適應程度、概念圖的特性、概念圖上的附加教材、先前使用多媒體的經驗、工具對於使用者的友善程度、先前線上學習經驗及額外輔助工具。

Programming language are hard to teach since its nature that combined many different types of information. To enhance meaningful learning on traditional classroom educators using concept map as teaching tools, including in computer programing. Concept maps is known for integrating knowledge and information visualization. Concept map allow learner to connect and construct their understanding which based on constructivist model of learning. However, in self-distance learning the learning activity weren’t focusing on constructivism model. The purpose of the research is to validate the effect of concept map usage using constructivism approach in comparison with the regular traditional self-distance learning in programming language education.
This research is based on quasi-experimental study that investigated the student performance level in learning programming language using concept maps in online learning. Furthermore, in this research we compare 2 different approach on how concept map being used between two usage of concept map, concept map as passive teaching tools and concept map with implementation of constructivism approach. This research also investigates the determinant factor of learning performance based on learning objects and student characteristic which include student computer comfort level, subject comfort level and ability.
Student who using concept map are superior than group that doesn’t use concept map. Furthermore, student who use active concept map were significantly better than students who use concept map passively. This research also concludes the factors that need to be considered to improve learning performance when using concept map in self distance learning. The factors are content architecture, student positive attitude towards concept map experience, comfortability with the subject, characteristic of concept map usage, role of additional materials to support concept map, prior multimedia tools experience, user friendliness of the tools, prior online learning tools experience, and additional supporting facilities. From 9 factors, the first three factor has larger eigen value which explain most variability in the dataset.
The first factor is content architecture quality which focusing on course organization and planning. Although concept map provides structured knowledge, the application in real practice is not quite structured. Systemic approach needs to be prepared on course management like syllabus or lesson plan. These guides will aid student to become self-regulated learner as well as active learner.
The second factor is student attitude towards active concept map. To achieve good result of learning using concept map, students need to be aware of the concept map itself. Instructor need to promote concept map learning by ask the students to create it, not merely just use it as teaching resources. By having this value communicated to the students, they will realize benefit of the concept map, especially when they create their own concept map.
The third factor is student subject comfortability. Most of students that not comfortable enough to understand and write their own source code tends to have skeptical attitudes toward the learning activity. In order to provide a good learning platform, educators should provide facility that will increase subject comfortability.

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