research-article

Factors for Success in Online CS1

Authors:

Jennifer Campbell,

Michelle CraigAuthors Info & Claims

ITiCSE '16: Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education

Pages 320 - 325

https://doi.org/10.1145/2899415.2899457

Published: 11 July 2016 Publication History

Abstract

Enrollment in post-secondary online courses has been increasing, but several studies have found that the drop rates in online courses are higher than in face-to-face. In our previous study comparing an online section of CS1 with a face-to-face flipped section, we also found the drop rate higher in the online section. Given that we plan to continue offering online options for our students, we aim to identify factors associated with success in online CS1. In this paper, we examine factors that are under students' own control such as how fully they participate in ungraded but important learning activities, and other factors that we may be able to manipulate and improve, such as students' skills for self-regulated learning, and their sense of community in the course. We found important differences between the online and flipped sections regarding what behaviours and attributes were associated with success. While completion of unmarked practice exercises was a factor for both sections, test anxiety and self-efficacy were factors only for the online section, and intrinsic goal orientation was a factor only for the flipped section.

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Cited By

Bayezit HAdiguzel T(2024)Examining the Foreign Language Writing Experiences of Computer Engineering StudentsAmerican Journal of Qualitative Research10.29333/ajqr/143968:2(116-135)Online publication date: 2024
https://doi.org/10.29333/ajqr/14396
Sibia NBui GWang BTan YZavaleta Bernuy ABauer CWilliams JLiut MPetersen AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Examining Intention to Major in Computer Science: Perceived Potential and ChallengesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630843(1237-1243)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630843
Domino MEdmison BEdwards SMansur RThompson AShaffer C(2024)Identifying critical self-regulated learning skills: a Delphi process studyComputer Science Education10.1080/08993408.2024.2382631(1-28)Online publication date: 27-Oct-2024
https://doi.org/10.1080/08993408.2024.2382631
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Index Terms

Factors for Success in Online CS1
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
        CS1

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cover image ACM Conferences

ITiCSE '16: Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education

July 2016

394 pages

ISBN:9781450342315

DOI:10.1145/2899415

General Chairs:
Alison Clear
Eastern Institute of Technology, New Zealand
,
Ernesto Cuadros-Vargas
San Pablo Catholic University, Peru
,
Program Chairs:
Janet Carter
University of Kent, UK
,
Yvan Tupac
San Pablo Catholic University, Peru

Copyright © 2016 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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Bilkent University: Bilkent University
SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 11 July 2016

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Bilkent University
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ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016

July 11 - 13, 2016

Arequipa, Peru

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ITiCSE '16 Paper Acceptance Rate 56 of 147 submissions, 38%;

Overall Acceptance Rate 552 of 1,613 submissions, 34%

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June 27 - July 2, 2025

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Cited By

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https://doi.org/10.29333/ajqr/14396
Sibia NBui GWang BTan YZavaleta Bernuy ABauer CWilliams JLiut MPetersen AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Examining Intention to Major in Computer Science: Perceived Potential and ChallengesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630843(1237-1243)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630843
Domino MEdmison BEdwards SMansur RThompson AShaffer C(2024)Identifying critical self-regulated learning skills: a Delphi process studyComputer Science Education10.1080/08993408.2024.2382631(1-28)Online publication date: 27-Oct-2024
https://doi.org/10.1080/08993408.2024.2382631
Quille KVidal-Meliá LNolan KMooney A(2023)Evolving Towards a Trustworthy AIEd Model to Predict at Risk Students in Introductory Programming CoursesProceedings of the 2023 Conference on Human Centered Artificial Intelligence: Education and Practice10.1145/3633083.3633190(22-28)Online publication date: 14-Dec-2023
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Gordon CZhao SVahid FDoyle MStephenson BDorn BSoh LBattestilli L(2023)Ultra-Lightweight Early Prediction of At-Risk Students in CS1Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569764(764-770)Online publication date: 2-Mar-2023
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Bui GSibia NZavaleta Bernuy ALiut MPetersen ADoyle MStephenson BDorn BSoh LBattestilli L(2023)Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569752(889-895)Online publication date: 2-Mar-2023
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Silva LMendes AGomes AFortes G(2023)Fostering regulatory processes using computational scaffoldingInternational Journal of Computer-Supported Collaborative Learning10.1007/s11412-023-09388-y18:1(67-100)Online publication date: 27-Mar-2023
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Quille KNam Liao SCostelloe ENolan KMooney AShah KBecker BQuille KLaakso MBarendsen ESimon (2022)PreSSProceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 110.1145/3502718.3524755(54-60)Online publication date: 7-Jul-2022
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Lishinski ANarvaiz SRosenberg J(2022)Self-efficacy, Interest, and Belongingness – URM Students’ Momentary Experiences in CS1Proceedings of the 2022 ACM Conference on International Computing Education Research - Volume 110.1145/3501385.3543958(44-60)Online publication date: 3-Aug-2022
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Loksa DMargulieux LBecker BCraig MDenny PPettit RPrather J(2022)Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of UseACM Transactions on Computing Education10.1145/348705022:4(1-31)Online publication date: 15-Sep-2022
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