Can Undergraduates Learn Programming with a "Virtual Professor"? Findings from a Pilot Implementation of a Blended Instructional Strategy
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.
D. Cernusca and C. E. Price, "Can Undergraduates Learn Programming with a "Virtual Professor"? Findings from a Pilot Implementation of a Blended Instructional Strategy," Proceedings of the 2013 ASEE Annual Conference and Exposition (2013, Atlanta, GA), American Society for Engineering Education (ASEE), Jun 2013.
2013 ASEE Annual Conference and Exposition (2013: Jun. 23-26, Atlanta, GA)
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)
Article - Conference proceedings
© 2013 American Society for Engineering Education (ASEE), All rights reserved.
01 Jun 2013