INTEGRATING BLENDED LEARNING IN PROGRAMMING COURSE: A COMPREHENSIVE SYSTEMATIC REVIEW
DOI:
https://doi.org/10.55197/qjssh.v5iSI1.566Keywords:
blended learning, programming, K-12 of education, higher learning, computer scienceAbstract
This systematic review examines the integration of blended learning in programming courses, addressing the increasing diversity of student backgrounds and the consequent challenges in teaching programming effectively. The study synthesizes findings from recent research to identify effective strategies and best practice outcomes associated with blended learning approaches in this context. A comprehensive methodology was employed, involving the selection and analysis of relevant articles from databases such as Scopus and Web of Science, focusing on studies published between 2020 and 2024. The study was conducted following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework. The database found (n=30) final primary data was analysed. Numerical results from the chosen literature reveal three main themes: (1) Effectiveness of Blended Learning in K-12 Education, (2) Best Practice of Blended Learning in Higher Education and Professional Development, and (3) Students’ Understanding on Blended Learning in Programming and Computer Science Education. This review concludes that integrating blended learning in programming courses not only addresses diverse learning needs but also fosters improved academic outcomes and student engagement. Future research should continue to explore innovative blended learning strategies and their long-term impacts on programming education.
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