References
- Ali, A., & Smith, D. (2014). Teaching an introductory programming language in a general education course. Journal of Information Technology Education: Innovations in Practice, 13(6), 057–067. http://jite.informingscience.org/documents/Vol13/JITEv13IIPp057-067Ali0496.pdf; https://doi.org/10.28945/1992
- Bannert, M., Reimann, P., & Sonnenberg, C. (2013). Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning, 9(2), 161–185. https://doi.org/10.1007/s11409-013-9107-6
- Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th American Society for Engineering Education Annual Conference and Exposition, Atlanta, GA. http://www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
- Çakıroğlu, Ü, & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Journal of Educational Technology & Society, 20(1), 337–349. http://www.jstor.org/stable/jeductechsoci.20.1.337
- Chatterjee, I., & Chakraborty, P. (2020). Use of information communication technology by medical educators amid covid-19 pandemic and beyond. Journal of Educational Technology Systems, 49(3), 310–324. https://doi.org/10.1177/0047239520966996
- Chiang, T. H. C. (2017). Analysis of learning behavior in a flipped programing classroom adopting problem-solving strategies. Interactive Learning Environments, 25(2), 189–202. https://doi.org/10.1080/10494820.2016.1276084
- Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
- Gomes, A., & Mendes, A. J. (2007, September). Learning to program-difficulties and solutions. International conference on engineering education–ICEE.
- Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003
- Graham, P. (2005). Web 2.0. http://www.paulgraham.com/web20.html
- Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20–34. https://doi.org/10.1016/j.iheduc.2013.09.004
- He, W. (2013). Examining students’ online interaction in a live video streaming environment using data mining and text mining. Computers in Human Behavior, 29(1), 90–102. https://doi.org/10.1016/j.chb.2012.07.020
- Hill, J. R., & Hannafin, M. J. (1997). Cognitive strategies and learning from the world wide web. Educational Technology Research and Development, 45(4), 37–64. https://doi.org/10.1007/BF02299682
- Huang, H., & Li, Y. (2021). Exploring the motivation of livestreamed users in learning computer programming and coding. Electronic Journal of E-Learning, 19(5), 363–375. https://doi.org/10.34190/ejel.19.5.2470
- Hughes, D. J., Rowe, M., Batey, M., & Lee, A. (2012). A tale of two sites: Twitter vs. Facebook and the personality predictors of social media usage. Computers in Human Behavior, 28(2), 561–569. https://doi.org/10.1016/j.chb.2011.11.001
- Hung, H. C., Liu, I. F., Liang, C. T., & Su, Y. S. (2020). Applying educational data mining to explore students’ learning patterns in the flipped learning approach for coding education. Symmetry, 12(2), 213. https://doi.org/10.3390/sym12020213
- Idris, Y., & Wang, Q. (2009). Affordances of Facebook for learning. International Journal of Continuing Engineering Education and Life-Long Learning, 19(2/3), 247. https://doi.org/10.1504/IJCEELL.2009.025031
- Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys, 37(2), 83–137. https://doi.org/10.1145/1089733.1089734
- Kim, K. J., Liu, S., & Bonk, C. J. (2005). Online MBA students’ perceptions of online learning: Benefits, challenges, and suggestions. The Internet and Higher Education, 8(4), 335–344. https://doi.org/10.1016/j.iheduc.2005.09.005
- Lorenzo, G. (2004). Creating an online MBA: How FSU program got off to a great start. Educational Pathways, 3(8).
- Lu, O. H. T., Huang, J. C. H., Huang, A. Y. Q., & Yang, S. J. H. (2017). Applying learning analytics for improving students engagement and learning outcomes in an MOOCs enabled collaborative programming course. Interactive Learning Environments, 25(2), 220–234. https://doi.org/10.1080/10494820.2016.1278391
- Margulieux, L. E., Bujak, K. R., McCracken, W. M., & Majerich, D. M. (2014, January 5–9). Hybrid, blended, flipped, and inverted: Defining terms in a two dimensional taxonomy. Proceedings of the 12th Annual Hawaii International Conference on Education, Honolulu, HI. https://c21u.gatech.edu/sites/default/files/papers/HICE%20Conference%20Proceedings_1556_with%20citation%5B4%5D.pdf
- Mayer, R. E., Dyck, J. L., & Vilberg, W. (1986). Learning to program and learning to think: What’s the connection? Communications of the ACM, 29(7), 605–610. https://doi.org/10.1145/6138.6142
- Mazur, E. (2012). From questions to concepts: Interactive teaching in physics. Retrieved from https://www.ecampusnews.com/it-leadership/2012/05/08/from-questions-to-concepts-interactive-teaching-in-physics/
- Namugenyi, C., Nimmagadda, S. L., & Reiners, T. (2019). Design of a SWOT analysis model and its evaluation in diverse digital business ecosystem contexts. Procedia Computer Science, 159, 1145–1154. https://doi.org/10.1016/j.procs.2019.09.283
- NMC. (2012). NMC horizon project short list: 2013 higher education edition. The New 67 Media Consortium, 1.
- Park, Y., Yu, J. H., & Jo, I. H. (2016). Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute. The Internet and Higher Education, 29, 1–11. https://doi.org/10.1016/j.iheduc.2015.11.001
- Payne, K., Keith, M. J., Schuetzler, R. M., & Giboney, J. S. (2017). Examining the learning effects of live streaming video game instruction over Twitch. Computers in Human Behavior, 77, 95–109. https://doi.org/10.1016/j.chb.2017.08.029
- Romero, C., López, M. I., Luna, J.-M., & Ventura, S. (2013). Predicting students’ final performance from participation in online discussion forums. Computers & Education, 68, 458–472. https://doi.org/10.1016/j.compedu.2013.06.009
- Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179–189. https://doi.org/10.1111/j.1540-4781.1994.tb02030.x
- Schwarzenberg, P., Navon, J., Nussbaum, M., Pérez-Sanagustín, M., & Caballero, D. (2018). Learning experience assessment of flipped courses. Journal of Computing in Higher Education, 30(2), 237–258. https://doi.org/10.1007/s12528-017-9159-8
- Singh, H. (2003). Building effective blended learning programs. Educational Technology, 43(6), 51–54. https://doi.org/10.4018/978-1-7998-7607-6.ch002
- Skjuve, M., & Brandtzaeg, P. B. (2019). Facebook live: A mixed-methods approach to explore individual live streaming practices and motivations on Facebook. Interacting with Computers, 31(3), 589–602. https://doi.org/10.1093/iwc/iwz038
- Soloway, E., & Spohrer, J. C. (2013). Studying the novice programmer. Psychology Press.
- Souza, M. J. D., & Rodrigues, P. (2015). Investigating the effectiveness of the flipped classroom in an introductory programming course. The New Educational Review, 40(2), 129–139. https://doi.org/10.15804/tner.2015.40.2.11
- Stewart, P. (2017). The live-streaming handbook: How to create live video for social media on your phone and desktop. Routledge.
- Su, A. Y., Yang, S. J., Hwang, W. Y., Huang, C. S., & Tern, M. Y. (2014). Investigating the role of computer-supported annotation in problem-solving-based teaching: An empirical study of a scratch programming pedagogy. British Journal of Educational Technology, 45(4), 647–665. https://doi.org/10.1111/bjet.12058
- Tang, T., Abuhmaid, A. M., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2020.1865406
- Tang, Y. M., Chen, P. C., Law, K. M., Wu, C. H., Lau, Y. Y., Guan, J., He, D., & Ho, G. T. S. (2021). Comparative analysis of student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168, 104211. https://doi.org/10.1016/j.compedu.2021.104211
- Wang, Q. Y. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307