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The aim of the study was to find out a method designated to improve the learning of computer courses by adding Screencast technology. The intention was to measure the influence of high-quality clips produced by Screencast technology, on the learning process of computer courses. It was required to find out the characteristics (pedagogical and technical) of such high-quality video clips as well as their advantages for improving the learning process in such courses. The research was based on a sample of learners in two computer courses (n=30) in higher-education. Both courses have been fully covered by video clips (not exclusively) produced by screencast technology. The learners were asked to answer a questionnaire focused on the characteristics of effective clips as well as the advantages of such clips for their learning. The research results point out that according to learners' views, video clips' effectiveness depends mainly on lecturers' instructional qualifications as well as their capability of technically producing high-quality videos. Such clips covering the whole course curriculum, are advantageous for learning computer courses: the learning process is perceived to be excellent, video clips are better than texts and its substantial flexibility is a great advantage as well. Therefore, there is a significant worthiness to add screencast technology to computer courses provided that the entire course is fully covered with relevant video clips, and they are pedagogically and technically of high-quality. Furthermore, using this kind of technology may be suitable for other kinds of courses, including visual components like formulas, diagrams or tables.

In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active learning, using mobile devices in face-to-face courses. Following a research undertaken at the Neri Bloomfield School of Design and Education (n = 67), the new model was found to be very successful. Students, who participated in the research, reported that courses based on TBAL principles, improved their learning process, were very experiential and had a significant contribution for better participation, collaboration and teamwork.The TBAL model was found to be applicable to courses based on text reading, in particular, but it may be also suitable for quantitative courses, subject to appropriate adjustments.

Students who participated the ODL course, were asked to answer a questionnaire focused on three areas: the course components, characteristics of learning process and time investment. Besides, achievements of the ODL course were compared to the same course in a face to face format. The research reveals that according to students' views, the new model is very helpful for their studying process. Beyond that, it was found that achievements in the ODL course were at least equal to those of a face-to-face course. The results indicate that it is worthwhile to adopt the new model in institutions of higher education.

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