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Do Students Read Instructor Emails? A Case Study of Intervention Email Open Rates.

, , , , , , , , , and . Koli Calling, page 13:1-13:12. ACM, (2023)

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Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2., , , , and . SIGCSE (1), page 889-895. ACM, (2023)Do Hints Enhance Learning in Programming Exercises? Exploring Students' Problem-Solving and Interactions., , , , , and . SIGCSE (2), page 1578-1579. ACM, (2024)Exploring Self-Explanations in a Flipped Database Course., , , , , , and . DataEd@SIGMOD, ACM, (2024)Exploring the Effects of Grouping by Programming Experience in Q&A Forums., , , , , , , , , and . ICER (1), page 206-221. ACM, (2024)Self-Explanation Modality: Effects on Student Performance?, , , , , and . ITiCSE (2), page 641. ACM, (2023)VoiceEx: Voice Submission System for Interventions in Education., , , , , , and . ITiCSE (2), page 585-586. ACM, (2023)Differences in Intention to Major in Computing Across CS1., , , , and . SIGCSE (2), page 1326. ACM, (2023)Do Students Read Instructor Emails? A Case Study of Intervention Email Open Rates., , , , , , , , , and . Koli Calling, page 13:1-13:12. ACM, (2023)Building a Better SQL Automarker for Database Courses., , , , and . Koli Calling, page 37:1-37:3. ACM, (2021)The Positive Effects of using Reflective Prompts in a Database Course., and . DataEd@SIGMOD, page 32-37. ACM, (2022)