Can Undergraduates Learn Programming with a "Virtual Professor"? Findings from a Pilot Implementation of a Blended Instructional Strategy

Abstract

This study presents the main findings from the pilot implementation of a blended instructional strategy in one section of a multi-section course of introduction to programming with C++. The implemented strategy blended pre-recorded online lectures and homework assignments, with one weekly optional face-to-face meeting. The same instructor taught both the blended instruction and the traditional face-to-face lecture. The focus of this study was two fold: A) determine potential negative impact of the blended format, and b) identify the major predictors of final performance in this course. A one-way ANOVA analysis indicated no statistically significant differences in final course score between the control and the treatment groups. The analysis of a proposed path analysis model showed that self-efficacy, perceived engagement and perceived difficulty are significant predictors of students' final performance in the course.

Meeting Name

2013 ASEE Annual Conference and Exposition (2013: Jun. 23-26, Atlanta, GA)

Department(s)

Computer Science

Keywords and Phrases

Face-to-face meetings; Homework assignments; Implemented strategy; Instructional strategy; Introduction to programming; Perceived difficulties; Pilot implementation; Statistically significant difference; Regression analysis; Engineering education

International Standard Serial Number (ISSN)

2153-5965

Document Type

Article - Conference proceedings

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2013 American Society for Engineering Education (ASEE), All rights reserved.

Publication Date

01 Jun 2013

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