COMPARISON OF NOVICE PROGRAMMERS’ PERFORMANCES: Blended Versus Face-To-Face

dc.creator	Unal CAKIROGLU
dc.date	2012-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:45:57Z
dc.date.available	2015-07-20T22:45:57Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/a5c6aefcc5cc47c8bf46725751b9b098
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23586
dc.description	This study investigated the effect of blended learning on novices’ understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who received the course 11 weeks. While face-to-face courses were taught face-to-face in classroom and in lab, blended courses were conducted in synchronous and asynchronous settings and also in lab sessions. The pretest, posttest and delayed tests were used to collect data. The participants in two groups were separated into three categories (poor, average and good) according to the pretest results. The results of the study showed that blended and face-to-face courses have statistically similar effects on academic achievements among the three categories. However the delayed test results showed that, face-to-face courses were more effective on permanence than blended courses. Thus, considering the main goal of the introductory programming courses as enhancing students in the second category progress into the third, the organization of blended courses had to be revisited. Nevertheless, this study supported the idea that “Crucial challenges may exist on teaching some subjects via blended learning, which include intensive cognitive processes and some new approaches are needed to enhance permanence”.
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	https://tojde.anadolu.edu.tr/tojde48/pdf/article_8.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 13, Iss 3, Pp 134-151 (2012)
dc.subject	Blended learning
dc.subject	face-to-face learning
dc.subject	introductory programming
dc.subject	teacher training.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	COMPARISON OF NOVICE PROGRAMMERS’ PERFORMANCES: Blended Versus Face-To-Face
dc.type	article