Blended learning models for introductory programming courses: A systematic review.

Area of Science:

• Computer Science Education
• Educational Technology

Background:

• Introductory programming courses present unique pedagogical challenges.
• Traditional teaching methods often fall short in addressing student and programming complexities.
• Blended learning is identified as a potentially effective alternative.

Purpose of the Study:

• To review and synthesize existing blended learning approaches in introductory programming.
• To classify these approaches into distinct models.
• To analyze the impact of each model on novice programmers' learning experiences.

Main Methods:

• Systematic literature review of blended learning in introductory programming.
• Classification of identified approaches into five distinct models.
• Qualitative analysis of the impact of each model on student learning.

Main Results:

• Five distinct blended learning models were identified and classified.
• Each model demonstrated varied impacts on novice programmers' engagement and learning outcomes.
• The review highlights a gap in current knowledge and practice regarding blended learning implementation.

Conclusions:

• Blended learning presents a viable strategy to enhance introductory programming education.
• Recommendations are provided for instructors seeking to implement blended learning.
• Future research directions are suggested to further optimize blended learning in this domain.