Switching to blend-Ed: Effects of replacing the textbook with the browser in an introductory computer programming course

We describe the evolution of an introductory programming course into an active learning format, thereby replacing the traditional textbook and online tutoring system with an integrative version. We find a strong positive correlation between the student achievement scores in the integrated online textbook exercises and quizzes as well as overall course achievement. However, we observe that the comparable performance is not across all learning assessment categories when comparing subsequent course offerings. Particularly, we note slightly lower average performance for programming assignments and quizzes in the flipped classroom offering. For this active learning format offering, we perceive that performing students have a higher average score in the interactive textbook environment and skipped fewer overall assignments than the lower performing learners. We additionally find that students performing well in the online self-guided hands-on programming exercises perform significantly better than their lower performing peers.