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 twofold: 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," Computers in Education Journal, vol. XXIII, no. 4, pp. 60-71, American Society for Engineering Education (ASEE), Oct 2013.
Keywords and Phrases
Face-to-face meetings; Homework assignments; Implemented strategy; Instructional strategy; Introduction to programming; Perceived difficulties; Pilot implementation; Statistically significant difference; Computer aided instruction; Education computing; Regression analysis
International Standard Serial Number (ISSN)
Article - Journal
© 2013 American Society for Engineering Education (ASEE), All rights reserved.
01 Oct 2013