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Abstract

Advancing technology, increased emphasis on computer curricula, tech-savvy students, and shrinking budgets indicate that it is time to address the pedagogical issues of the introductory computing course. This study investigates the feasibility of using a hybrid instructional model of computer-based instruction with minimal classroom interaction when teaching an introductory computing course at a college or university. ANOVA reveals that computer-based instruction with minimal classroom interaction is as effective as a traditional model of lecture and hands-on instruction. Computer-based instruction provides a means to enrich students' teaming experiences, maximize faculty productivity, and effectively manage scarce resources.

Volume

2

Issue

2

First Page

355

Last Page

364

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