Blended learning models for introductory programming courses: A systematic review

Ali Alammary

PLOS ONE, 2019, vol. 14, issue 9, 1-26

Abstract: 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.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0221765

DOI: 10.1371/journal.pone.0221765

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