Implementing Blended Learning in K-12 Programming Course: Lesson Design and Student Feedback

Abstract

Computational thinking (CT) has been widely integrated into K-12 classrooms through programming education. Although numerous initiatives have been developed to lower down the threshold for learning programming, instructors may still feel ill-prepared. Blended learning approach, a combination of student-centered learning and teacher-centered instruction, has proved to be an effective delivery mode for K-12 programming course. With the purpose of providing practical insights for the design of blended programming class, this study introduced an instructional unit of a K-12 programming course in a secondary school in China. It elaborated the course regarding lesson design, learning assessment, and course evaluation. The course contains 9 plugged sessions and 24 unplugged sessions, and each session consists of 1) a preview to introduce the concept, 2) hands-on activities to apply the concept, and 3) a summary or sharing of ideas. Student learning was evaluated with performance-based assessments, and questionnaire was employed to collect students' feedback and attitudes towards the course. The results show that students with low performance were the most beneficiaries of the course, and students tended to like visual programming tool and stage-mode learning format. Also, students with different learning backgrounds showed different preferences for the course materials. Suggestions are provided for further research and course design practices.