Emerging from the pandemic: instructor reflections and students' perceptions on an introductory programming course in...

Area of Science:

• Computer Science Education
• Pedagogy
• Educational Technology

Background:

• The COVID-19 pandemic significantly disrupted novice programming education, necessitating innovative teaching methods.
• Blended learning, integrating in-person and online components, emerged as a preferred modality to maintain engagement and safety.
• York College adopted hybrid course delivery starting Fall 2020, prompting reflection on its effectiveness.

Purpose of the Study:

• To discuss evidence-based pedagogical approaches for teaching introductory programming in a blended learning format.
• To present student perceptions of their learning experience and coding skill development in both online and in-person settings.
• To identify key lessons learned from implementing blended learning in computer science education.

Main Methods:

• Implementation of specific pedagogical strategies in an introductory programming course at York College, CUNY.
• Collection and analysis of student perceptions through surveys regarding their learning experience.
• Evaluation of skill acquisition in both online and face-to-face learning components.

Main Results:

• Students reported significant benefits from face-to-face interactions and instructor feedback.
• Learners who preferred the online environment valued the flexibility offered by digital components.
• The study highlights the potential for novice programmers to gain from both modalities in a blended setting.

Conclusions:

• Carefully designed blended learning environments can effectively support introductory programming education.
• Integrating pedagogical approaches that leverage both in-person and online elements is crucial for student success.
• Blended learning offers a flexible yet engaging model for teaching foundational computer science skills.