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Abstract
In the face of the challenges posed by the COVID-19 pandemic, the hybrid teaching model has garnered significant attention for its combination of the depth of traditional education with the convenience of distance learning. Focusing on the domain of computer programming language instruction, this study innovatively designs a hybrid teaching strategy aimed at fully exploiting the flexibility of its teaching design and the variety of pedagogical approaches. The strategy integrates face-to-face teaching with online autonomous learning, incorporating project-based teaching methodologies and immediate feedback mechanisms to facilitate active student engagement and deep learning. Through a year-long practice in a C++ programming course, encompassing 68 students, the study empirically validates the effectiveness of the hybrid teaching approach. It not only demonstrates remarkable educational outcomes, enhancing the quality of programming instruction and student satisfaction with their learning experience, but also employs Bayesian analysis to delve into the relationship between learning trajectories and students’ sense of self-efficacy. By focusing on key indicators during the learning process, such as the timeliness and quality of online learning, laboratory work, and project assignments, the study then utilizes Bayesian models to directly assess the impact of these learning behavior metrics on students’ perceived self-efficacy. The findings reveal that students with outstanding academic achievements exhibit higher levels of self-efficacy, confirming that academic performance can reasonably reflect teaching effectiveness and provide a quantifiable basis for assessing individual learning progress. Consequently, this research not only contributes a novel strategy to computer programming education practice but also offers a valuable reference for the application of hybrid teaching models in other disciplines. Furthermore, it promotes in-depth contemplation on post-pandemic innovations in teaching modes and issues of educational equity, laying a solid foundation for constructing a more adaptive and inclusive future education system.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 9, Issue 3, July 2024, Article No: em0218
https://doi.org/10.29333/pr/14744
Publication date: 01 Jul 2024
Online publication date: 18 Jun 2024
Article Views: 559
Article Downloads: 397
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