Toward a system dynamics model of teaching computer programming via distance education

This paper explores the use of system dynamics to develop a model of learning to program via distance education. Based on a study which combined a qualitative study of students and instructors in computer programming courses taught through distance education with a meta-ethnographic analysis of the literature of learning to program and distance education, the study identifies and describes 51 variables (17 cognitive, 21 pedagogical and 13 practical) and presents a model which demonstrates how these variables might interact.

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