Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study

Alhazbi, Saleh

doi:10.1007/978-3-319-15323-0_8

Cited by 20 publications

(26 citation statements)

References 39 publications

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“…First, instructors should include a variety of online and face-to-face components in their blend to accommodate different student learning styles and allow students multiple opportunities to learn [4]. Alhazbi [57] found that using a variety of learning activities in his blended course helped him to address diverse learning styles; while some of his students liked online discussion, others were more comfortable with in-class discussion.…”

Section: Discussionmentioning

confidence: 99%

“…To better achieve this goal, a mixture of online and face-to-face activities should be utilized. Interactive videos can be helpful in demonstrating problem-solving steps [87], while face-to-face collaborative activities allow students to learn problem-solving techniques from one another [57]. In-lab coaching can also be utilized to understand students’ needs and provide them with immediate feedback [80].…”

Section: Discussionmentioning

confidence: 99%

“…In-lab coaching can also be utilized to understand students’ needs and provide them with immediate feedback [80]. In addition, students can be given practical exercises to solve individually, later discussing their solutions with peers online [57, 69].…”

Section: Discussionmentioning

confidence: 99%

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Blended learning models for introductory programming courses: A systematic review

Alammary

2019

PLoS ONE

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Teaching introductory programming courses is not an easy task. Instructors of introductory programming courses are facing many challenges related to the nature of programming, the students’ characteristics and the traditional teaching methods that they are using. Blended learning seems to be a promising approach to address these challenges. Many studies concluded that blended learning can be more effective than traditional teaching and can improve students’ learning experience. However, the current state of knowledge and practice in applying blended learning to introductory programming courses is limited. In an attempt to begin remedying this gap, this review synthesizes the different blended learning approaches that have been applied in introductory programming courses. It classifies them into five models then discusses the impact of each of these models on the learning experience of novice programmers. It concludes by providing some recommendations for instructors who want to blend their courses as well as some implications for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Blended learning models for introductory programming courses: A systematic review

Alammary

2019

PLoS ONE

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“…One of their findings was that the student's motivation, engagement, and confidence affect the students' learning levels. A study conducted by [13] reports that students face difficulty understanding programming concepts and lack coding skills. Another study conducted by [14,15,16] reported promising results regarding students' attention, relevance, confidence, and satisfaction.…”

Section: Related Workmentioning

confidence: 99%

Adoption of ICT-Based Teaching in Engineering: An Extended Technology Acceptance Model Perspective

Gupta

Stachowiak

2021

IEEE Access

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Passive knowledge procurement in face-to-face learning is no longer the way education is imparted in higher education these days. Instead, new and developing Information and Communication Technologies (ICT) are emerging as a promising paradigm for creating a profound change in digitizing education. It facilitates active learning with the enhancement in its delivery and how students grasp it by representing the shift from traditional desktop-as-a-platform towards the network-as-a-platform model. This paper proposes an extended Technology Acceptance Model (TAM) with ICT-based teaching and learning platform. TAM is the fundamental model to understand user perceptions and behavior towards potential acceptance or rejection of the technology. A mixed research methodology is adopted, comprising a series of survey questionnaires, evaluation of results, and the undergraduate student's performance in the collection of quantitative and qualitative data to measure the acceptance of the proposed research model. For the practical implication of the proposed research model, four groups of 300 students each or two programming courses: C++ and Java, were analyzed in two consecutive academic sessions in a controlled environment for lecture and laboratory classes. Series of statistical result analyses were performed and examined with hypothesized relationships to measure the desired outcome. It measures the impact on the following constructs: student interest, motivation, understanding, satisfaction, class attention and interaction, attendance, improve grades, and perception of pedagogical effect. Results show positive effects for identified research questions and hypotheses, helping students with the knowledge, understanding, and deep learning programming and debugging skills. The novelty of this research lies in extending the findings using real-time monitoring facilities to track student activities and progress, including frequency use and intention to use a technologically driven learning style. This study also addresses two main issues in existing literature (i) analyses and compares perspectives of both students and instructors (ii) determines and measures the impact and its acceptance of user perception and intention for the entire semester, not for a single point in time.INDEX TERMS higher education; programming language; sustainability; learning system; internet-based learning; information and communication technologies; technology acceptance model.

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“…Learning programming is among the top challenges in computer science education (CSE). Researchers have reported that the difficulty in learning and teaching programming is due to several factors categorised under the nature of programming, problems relating to the student, and the teaching method implemented (1). Programming incorporates several complex skills, such as planning, program design and problemsolving; hence, novice programmers often find programming difficult at first.…”

Section: Introductionmentioning

confidence: 99%

Social Worked-Examples Technique to Enhance Student Engagement in Program Visualization

Al-Sakkaf¹

2019

Baghdad Sci.J

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Learning programming is among the top challenges in computer science education. A part of that, program visualization (PV) is used as a tool to overcome the high failure and drop-out rates in an introductory programming course. Nevertheless, there are rising concerns about the effectiveness of the existing PV tools following the mixed results derived from various studies. Student engagement is also considered a vital factor in building a successful PV, while it is also an important part of the learning process in general. Several techniques have been introduced to enhance PV engagement; however, student engagement with PV is still challenging. This paper employed three theories—constructivism, social constructivism and cognitive load to propose a technique for enhancing student engagement with program visualisation. The social worked-examples (SWE) technique transforms the traditional worked-example into a social activity, whereby a greater focus is placed on the collaboration role in constructing students’ knowledge. This study identified three principles that could enhance student engagement through the SWE technique: active learning, social collaboration and low-load activity.

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Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study

Cited by 20 publications

References 39 publications

Blended learning models for introductory programming courses: A systematic review

Blended learning models for introductory programming courses: A systematic review

Adoption of ICT-Based Teaching in Engineering: An Extended Technology Acceptance Model Perspective

Social Worked-Examples Technique to Enhance Student Engagement in Program Visualization

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