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A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

机译：一种混合学习方法，用于计算机编程教学：撒哈拉以南非洲大型班级的设计

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摘要

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.
机译：高等教育中教学计划的挑战因大班教学的问题而变得复杂化，这在许多发展中国家很普遍。本文报告了一项调查，调查了在200多名学生中使用混合学习方法进行编程教学的情况。通过整合建构主义学习，对话框架和三阶段学习模型的建构主义学习模型，设计了一个课程和学习环境。设计科学研究用于课程的重新设计和学习环境的发展，而行动研究则被整合以对干预措施进行参与式评估。行动研究涉及“学生学习方法”调查，对学生表现的比较分析以及对从各种来源收集的数据的定性数据分析。本文在提出基于建构主义学习理论以及自由和开源技术使用的面向大型程序设计的混合学习解决方案的设计方面做出了理论上的贡献。

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