Student preferences for consuming supplemental instructional material in CS0/CS1/CS2 courses

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dc.contributor.authorVincenti, Giovanni
dc.contributor.authorHilberg, Scott
dc.contributor.authorBraman, James
dc.date.accessioned2016-02-09T19:21:41Z
dc.date.available2016-02-09T19:21:41Z
dc.date.issued2015-03
dc.description.abstractThe concept of flipping the classroom is slowly gaining tractions at all levels of education. An ever-growing set of resources gives Information Technology (IT), Computer Science (CS), and Information Systems (IS) students unprecedented access to a significant amount of supplemental material. Videos, interactive demonstrations, and sandboxes allow instructors of programming courses to easily implement a flipped classroom model. This work summarizes the preferences and concerns of students regarding desktop-based and smartphone-based resources for CS0/CS1/CS2 education, giving guidelines for instructors to follow regarding the types of material preferred for each medium.en_US
dc.description.urihttp://www.editlib.org/p/150051en_US
dc.genreconference papers and proceedingsen_US
dc.identifierdoi:10.13016/M2BQ68
dc.identifier.citationVincenti, G., Hilberg, S. & Braman, J. (2015). Student preferences for consuming supplemental instructional material in CS0/CS1/CS2 courses. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 558-566). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 7, 2016 from http://www.editlib.org/p/150051.en_US
dc.identifier.urihttp://hdl.handle.net/11603/2200
dc.language.isoen_USen_US
dc.relation.isAvailableAtUniversity of Baltimore
dc.relation.ispartofseriesSITE 2015--Society for Information Technology & Teacher Education International;
dc.subjectOnline educationen_US
dc.subjecte-Learningen_US
dc.subjectComputing educationen_US
dc.titleStudent preferences for consuming supplemental instructional material in CS0/CS1/CS2 coursesen_US
dc.typeTexten_US

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