research-article

Replicating and Unraveling Performance and Behavioral Differences between an Online and a Traditional CS Course

Authors:

Melinda McDanielAuthors Info & Claims

CompEd '19: Proceedings of the ACM Conference on Global Computing Education

Pages 157 - 163

https://doi.org/10.1145/3300115.3309533

Published: 09 May 2019 Publication History

Abstract

In January 2017, a major public research university launched an online version of CS1 targeted at on-campus students to address rising enrollments and provide students with flexibility in their schedules. Prior research on this class has found positive outcomes: students in the course achieve the same learning outcomes as those in a traditional course, while reporting a lower time investment to reach those outcomes and a high level of student satisfaction. This research builds on that prior work in two ways. First, it replicates the findings from that earlier semester with an entirely new semester of students. Second, it delves deeper into the student experience within the online course and its traditional counterpart. This deeper analysis focuses specifically on the differing ways in which students in each section allocated their time, whether or not students in either section accessed the opposite section's material, and their future preferences in online vs. residential CS classes.

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Cited By

Joyner DBernstein LBolger IDittamo MGorham SHudson RMerkle LDoyle MSheard JSoh LDorn B(2022)Anonymity: A Double-Edged Sword for Gender Equity in a CS1 Forum?Proceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499289(766-772)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499289
Joyner DEicher B(2022)Taking Stock of MOOCs and Credit Substitutability2022 IEEE Learning with MOOCS (LWMOOCS)10.1109/LWMOOCS53067.2022.9927806(217-222)Online publication date: 29-Sep-2022
https://doi.org/10.1109/LWMOOCS53067.2022.9927806
Parker MGuzdial MTew A(2021)Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1Proceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469744(60-68)Online publication date: 16-Aug-2021
https://dl.acm.org/doi/10.1145/3446871.3469744
Show More Cited By

Index Terms

Replicating and Unraveling Performance and Behavioral Differences between an Online and a Traditional CS Course
1. Applied computing
  1. Education
    1. Distance learning
    2. E-learning
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        CS1

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Published In

cover image ACM Conferences

CompEd '19: Proceedings of the ACM Conference on Global Computing Education

May 2019

260 pages

ISBN:9781450362597

DOI:10.1145/3300115

General Chairs:
Ming Zhang
Peking University, China
,
Bo Yang
Linyi University, China
,
Program Chairs:
Steve Cooper
University of Nebraska-Lincoln, USA
,
Andrew Luxton-Reilly
University of Auckland, New Zealand

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 May 2019

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CompEd '19

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SIGCSE

CompEd '19: ACM Global Computing Education Conference 2019

May 9 - 19, 2019

Chengdu,Sichuan, China

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CompEd '19 Paper Acceptance Rate 33 of 100 submissions, 33%;

Overall Acceptance Rate 33 of 100 submissions, 33%

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CompEd '25

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ACM Global Computing Education Conference 2025

October 21 - 25, 2025

Gaborone , Botswana

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Cited By

Joyner DBernstein LBolger IDittamo MGorham SHudson RMerkle LDoyle MSheard JSoh LDorn B(2022)Anonymity: A Double-Edged Sword for Gender Equity in a CS1 Forum?Proceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499289(766-772)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499289
Joyner DEicher B(2022)Taking Stock of MOOCs and Credit Substitutability2022 IEEE Learning with MOOCS (LWMOOCS)10.1109/LWMOOCS53067.2022.9927806(217-222)Online publication date: 29-Sep-2022
https://doi.org/10.1109/LWMOOCS53067.2022.9927806
Parker MGuzdial MTew A(2021)Uses, Revisions, and the Future of Validated Assessments in Computing Education: A Case Study of the FCS1 and SCS1Proceedings of the 17th ACM Conference on International Computing Education Research10.1145/3446871.3469744(60-68)Online publication date: 16-Aug-2021
https://dl.acm.org/doi/10.1145/3446871.3469744
Basu DHeckman SMaher MSherriff MMerkle LCutter PMonge ASheard J(2021)Online Vs Face-to-face Web-development Course: Course Strategies, Learning, and EngagementProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432438(1191-1197)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432438
Basu DGopalkrishna NRobins AMoskal AKo AMcCauley RRobins AKo A(2020)Evaluation of Course StrategiesProceedings of the 2020 ACM Conference on International Computing Education Research10.1145/3372782.3408121(313-313)Online publication date: 10-Aug-2020
https://dl.acm.org/doi/10.1145/3372782.3408121
Joyner DBernstein LDittamo MEngelman BNaran AOtt ASuh JThien AGiannakos MSindre GLuxton-Reilly ADivitini M(2020)Attitudinal Trajectories in an Online CS1 Class: Demographic and Performance TrendsProceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education10.1145/3341525.3387429(335-341)Online publication date: 15-Jun-2020
https://dl.acm.org/doi/10.1145/3341525.3387429

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