Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study-Reference-Cited by-同舟云学术

Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study

Published:2015-11-19 Issue: Volume: Page:187-204
ISSN:
Container-title:Advances in Engineering Education in the Middle East and North Africa
language:
Short-container-title:

Author:

Alhazbi Saleh

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-319-15323-0_8

Reference69 articles.

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3. Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi Universities: Challenges and perspectives. ALT-J. Research in Learning Technology, 18(1), 49–59.

4. Bergin, S., Reilly, R., Traynor, D. (2005). Examining the role of Self-Regulated Learning on Introductory Programming Performance. First International Computing Education Research Workshop, ICER 2005 Seattle, WA, US.

5. Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418925.

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