Online education offers courses for students worldwide, such as computer programming classes. Studies exist on the experiences of traditional and online students but lack research on the experiences of online computer programming students. The research presented is a phenomenological study of the experience of online computer programming students at Valencia College, and how learning is defined. The impact of this study will help course designers understand these experiences to influence online computer programming course development. The theoretical foundations of this research include the cognitive theory of multimedia learning and the community-embedded learning theory. The content of the research questions is about online learning experiences. Fifteen students made up the sample size. The study’s questions were addressed by having students respond on a voluntary Google Form. A link to the Google Form was placed in the students’ course at Valencia College. Each participants’ name was coded with a number to ensure anonymity. The findings were then coded, and, with NIVO, analyzed to find meaning in common statements. Once the information were analyzed, the research was shared with course designers.
|School:||American College of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Higher education, Community college education|
|Keywords:||Education experiences, Hybrid education, Mixed-mode education, Online education, Remote education, Virtual education|
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