This study explored the impact of learning flexibility and academic stress in a blended-flexible (BlendFlex) introductory computer science course. We delved into the fluctuation of students' choices between online and in-person attendance throughout the semester, considering factors such as gender and distance from campus. Additionally, we examined the impact of learning modality choices on course performance alongside academic stress, utilizing a combination of survey data and academic records for 412 students.
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Book et al. (2024) studied this question.
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