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dc.contributor.authorManley, Eric D.
dc.contributor.authorUrness, Timothy
dc.date.accessioned2014-06-02T14:39:03Z
dc.date.available2014-06-02T14:39:03Z
dc.date.issued2014-05
dc.identifier.citationConsortium for Computing Sciences in Colleges, Journal of Computing Sciences in Colleges, 29(5):221-227en_US
dc.identifier.urihttp://hdl.handle.net/2092/2063
dc.description.abstractVideo replacement of in-­person lecture is finding its way into more and more computer science education settings such as inverted classrooms, massive open online courses, online/distance learning, and programming camps. Since the use of video is critical to some pedagogies, the question of how it impacts student attitudes and learning is important. This study investigates this by looking at experiences in the programming unit within two sections of a broad-­scope CS0 course, one of which used video-­based instruction while the other did not. We found that students in the video section had a more positive view of the learning activities and thought their student-­instructor interactions were more meaningful. Student performance data also suggests that video instruction may benefit student learning as well.en_US
dc.language.isoen_USen_US
dc.publisherCCSCen_US
dc.subjectComputer science--Educationen_US
dc.subjectVideo-based instructionen_US
dc.subjectComputer programmingen_US
dc.titleVideo-Based Instruction For Introductory Computer Programmingen_US
dc.typeArticleen_US


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