Include a variety of online and face-to-face components to accommodate different learning styles¶

Strategy · All strategies
Evidence · 4 claims (2 for, 2 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The review's first recommendation for instructors blending introductory programming courses is component variety: "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." Alhazbi's blended course used varied activities so students could choose online or in-class discussion.

Design Implications¶

Context¶

Requirements¶

• Instructors must offer multiple learning activities across both online and face-to-face modes

Constraints¶

• Recommendation grounded in the review's synthesis of higher education introductory programming studies

Target Learners¶

• novice programmers in higher education

Target Learning Goals¶

• programming concepts and problem-solving skills

Affordances¶

• Five Blended Learning Components Interaction Type

Claims¶

• Blended learning shows a positive effect on teaching introductory programming and is perceived to support learning [+W]
• The mixed model shows the most potential for improving novice programmers' performance [+W]
• Online-heavy models (flipped, flex, online-practicing) pose challenges for first-year programming students [~W]
• The supplemental model risks students skipping online work and course overload [~W]

Related Strategies¶

• Use short, narrowly focused instructional videos tailored for online learning
• Integrate e-learning as a supplement to rather than replacement of traditional teaching (blended learning)
• Blended Learning

Examples¶

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Key Sources¶

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