2024
DOI: 10.3390/educsci14060634
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Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course

Smirna Malkoc,
Alexander Steinmaurer,
Christian Gütl
et al.

Abstract: In introductory programming courses (IPCs), students encounter various difficulties that are related to low achievement and high dropout and failure rates. Technology-rich approaches that promote self-directed learning while facilitating competency development and knowledge construction through social collaboration may offer advantages in this context. The current study assesses such an instructional approach by (1) identifying antecedents and process variables related to course achievement in an online flippe… Show more

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