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Abstract
Researchers collected and analyzed data from 85 undergraduate communication majors enrolled in a one-credit technology and coding course. Instructors offered various out-of-class supports to determine which ones students used and valued. Student behaviors clustered: One group preferred interpersonal support; another, content support. Most support types were not related to student success, at least as measured by course grades. Video support was negatively related to student success, suggesting that procrastinating and expecting last-minute help from extra resources is ineffective. The article includes a discussion of implications for faculty workloads.
Keywords programming, coding, html, flipped instruction, websites, faculty workload
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