Blended learning in large class introductory programming courses: an empirical study in the context of an Ethiopian university

Blended learning in large class introductory programming courses: an empirical study in the context of an Ethiopian university

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This study was motivated by a desire to address the challenges of introductory programming courses. Ethiopian universities teach such courses in large classes (80+ students) and students complain about the difficulty of the courses and teaching variation of instructors. The study was set to explore...

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Bibliographic Details
Main Author: Tesfaye Bayu Bati
Other Authors: Gelderblom, Helen
Format: Others
Language:en
Published: 2015
Subjects:
Learning introductory programmnig
Computer science education (CSEd) research
Computer education research (CER)
Teaching introductory programming
Blended teaching and learning
Large class teaching
Design action research
Course design
Learning environment design
Novice programmers
Higher education in Sub-Saharan Africa
005.10711632
Computer programming > Study and teaching > Ethiopia
Computer programming > Training of > Ethiopia
Online Access:Bati, Tesfaye Bayu (2015) Blended learning in large class introductory programming courses: an empirical study in the context of an Ethiopian university, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19647>
http://hdl.handle.net/10500/19647

Internet

Bati, Tesfaye Bayu (2015) Blended learning in large class introductory programming courses: an empirical study in the context of an Ethiopian university, University of South Africa, Pretoria, <http://hdl.handle.net/10500/19647>
http://hdl.handle.net/10500/19647

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