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Makale Özeti:
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This study investigated the effect of blended learning on novices’ understandings of
the introductory programming. A quasi-experimental design with participants of
preservice computer and instructional technologies teachers, one control group
(CG, N =64) and one experimental group (EG, N=61) who received the course 11
weeks. While face-to-face courses were taught face-to-face in classroom and in lab,
blended courses were conducted in synchronous and asynchronous settings and
also in lab sessions. The pretest, posttest and delayed tests were used to collect
data. The participants in two groups were separated into three categories (poor,
average and good) according to the pretest results.
The results of the study showed that blended and face-to-face courses have
statistically similar effects on academic achievements among the three categories.
However the delayed test results showed that, face-to-face courses were more
effective on permanence than blended courses. Thus, considering the main goal of
the introductory programming courses as enhancing students in the second
category progress into the third, the organization of blended courses had to be
revisited. Nevertheless, this study supported the idea that “Crucial challenges may
exist on teaching some subjects via blended learning, which include intensive
cognitive processes and some new approaches are needed to enhance
permanence”.
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