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This paper investigates the performance of students enrolled in traditional versus hybrid Introductory Computing course at Georgia Gwinnett College (GGC). For this paper, the authors collected and analyzed student performance data for the course goals over two semesters (Fall 2010 and Spring 2011). GGC is unique as it is an open access undergraduate institution, which has experienced rapid growth since its recent foundation in 2006. This presents a distinct challenge because there is a diverse student population, with various degrees of computing expertise and learning capabilities.
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