This paper proposes the examination of the potential role that corrected-errors can play in asynchronous online video-based learning of troubleshooting education within the context of computer programming language pedagogy.
In this study we examine the implications that corrected-errors in asynchronous video based lessons can have on learners' perception of the instruction. We find that explicit explanation following corrected-errors negates most of the negative effects towards learners' perception of the instruction.
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