Claims

Blended learning shows a positive effect on teaching introductory programming and is perceived to support learning

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The vast majority of reviewed studies report that blended learning has a positive effect on teaching introductory programming, with students identifying blended courses as effectively supporting learning. → Ali Alammary 2019

Evidence

Ali Alammary 2019

Ali Alammary. (2019). Blended learning models for introductory programming courses: A systematic review. PLoS ONE. https://doi.org/10.1371/journal.pone.0221765

q2 · i? · review · r2

Narrative synthesis of 38 studies in higher education introductory programming contexts. The review reports that "the vast majority of studies included in this review shows that blended learning has a positive effect on teaching"; no pooled effect size is printed.

"The vast majority of studies included in this review shows that blended learning has a positive effect on teaching, with students also identifying that blended courses effectively support learning."

Discussion

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