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首页> 外文会议>Proceedings of the ACM special interest group for information technology education conference >Comparing Achievement of Intended Learning Outcomes in Online Programming Classes with Blended Offerings
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Comparing Achievement of Intended Learning Outcomes in Online Programming Classes with Blended Offerings

机译：将在线编程课程中的预期学习成果与混合课程的成就进行比较

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摘要

In the past decade, there has been a noticeable increase in the number of courses/programs offered online by higher education institutions in US and worldwide. This increase makes it necessary to comprehensively study the effectiveness of these offerings to ensure that they yield comparable outcomes to traditional offerings. This research discusses findings of a multi-year, in-depth quantitative study with the objective of assessing the effectiveness of delivering computer programming courses online and analyzing the quality of this delivery mechanism. The paper addresses several aspects of comparing tradition/blended offerings with fully online offerings. Several data sets are used in this study with primarily focus on direct assessments. Specifically, this research measures the Intended Learning Outcomes (ILOs) attained by students enrolled in online programming classes and compares them to the ILOs obtained when teaching the same course in a blended format. Moreover, several other students' success and involvement indicators are measured in both cases and compared. Besides, the paper briefly addresses other indirect assessment findings. The employed data sets have been collected over a number of years (from 2006 till 2011) to enhance the accuracy and implications of the reported statistical findings. Generally, no significant differences were found regarding the attainment of almost all of the ILOs with the exception of one that showed better performance, on average, in the online offerings. On the other hand, blended offerings yielded favorable results that are statistically significant when considering other performance criteria such as withdrawal and failure rates.
机译：在过去的十年中，美国和世界范围内的高等教育机构在线提供的课程/课程数量显着增加。这一增长使得有必要全面研究这些产品的有效性，以确保它们产生与传统产品可比的结果。这项研究讨论了一项多年深入定量研究的结果，目的是评估在线提供计算机编程课程的有效性并分析这种提供机制的质量。本文介绍了将传统/混合产品与完全在线产品进行比较的几个方面。本研究使用了几个数据集，主要集中在直接评估上。具体而言，本研究测量了在线编程课程的学生所达到的预期学习成果（ILO），并将其与以混合格式教授同一课程时获得的ILO进行了比较。此外，在这两种情况下，还测量了其他几名学生的成功和参与指标并进行了比较。此外，本文简要介绍了其他间接评估结果。所采用的数据集已经收集了很多年（从2006年到2011年），以提高报告的统计结果的准确性和含义。通常，在几乎所有国际劳工组织的实现上都没有发现显着差异，只是平均而言，在线服务表现更好。另一方面，在考虑其他绩效标准（例如撤回率和失效率）时，混合产品产生了令人满意的统计结果。

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