A Blended Learning Approach to Course Design and Implementation

Hoić-Božić, Nataša; Mornar, Vedran; Botički, Ivica

doi:10.1109/te.2007.914945

Cited by 274 publications

(168 citation statements)

References 19 publications

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“…The impact of these problems can be minimised by using learning management systems (Francis, 2012). Hoic-Bozic et al (2009) and Azemi and D'Imperio (2011) demonstrated the use of e-learning communication (email and chat) and student support (discussion forum, grade notification and provision of interactive self-practice materials) to support engagement.…”

Section: Constructivism and Learner-centred Assessmentmentioning

confidence: 99%

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A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the ThreeStage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

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Section: Constructivism and Learner-centred Assessmentmentioning

confidence: 99%

“…Blended learning combines face-to-face and information technology (IT) supported instructional activities (Hoic-Bozic, Mornar, & Boticki, 2009). The study was conducted in an Ethiopian university with a class of 216 students.…”

Section: Introductionmentioning

confidence: 99%

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

Bati

Gelderblom

Biljon

2014

Computer Science Education

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“…Through the literature analysis, we identified two approaches, based on the leading party. Studies where the leading role is retained by the online environment embraced the need for physical meetings, requiring a number of physical meetings either for progress reflection and feedback [8] or for face-to-face PBL sessions [9] [10]. In the second approach, face-to-face PBL sessions are followed by the use of online tools for communicating, sharing and reflecting [11][12] [13].…”

Section: Use Of Technology In Pblmentioning

confidence: 99%

Technology Enhanced PBL in HCI Education: A Case Study

Vasiliou

Ioannou

Zaphiris

2013

Human-Computer Interaction – INTERACT 2013

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Abstract. Problem Based Learning (PBL) is an instructional method in which the base for learning is a real-world problem. A typical PBL setting is comprised of students working together on an authentic problem, using simple tools such as whiteboards and stationery. Online tools and multimedia technologies have also been used to support PBL activities. There is however no empirical work on the blended use of both physical and digital tools. This paper presents a case study in which we employed PBL pedagogy for the teaching of a postgraduate course in Human Computer Interaction (HCI). The activities were situated in a multimodal information space, rich in digital and physical elements including personal computers, projectors with downwards projection, tablets, iPods, digital pen readers, stationery and a Facebook group for each team. We administrated questionnaires assessing students' motivational beliefs and overall satisfaction with the learning experience. Our results show that students' overall satisfaction was highly rated, while the information space contributed to students' engagement and collaboration. Keywords: Problem based learning, HCI education, Multi-modal interfaces IntroductionA common barrier in acquiring knowledge presented in class is that students are often disengaged from active collaboration, interaction and reflection. Problem based learning (PBL) is a didactic approach in which the base of learning is the need to solve a real-world problem [1] and providing context-rich situations [2]. A typical PBL setting is comprised by students working together on the problem, using simple stationery. With the advancement of the technology new ideas were brought forefront. Online tools such as forums and blogs, as well as multimedia enriched settings, including games, have been used to support PBL. There is however no empirical support on using both physical and digital tools together in a PBL setting. Specifically, this study attempts to achieve a two-fold purpose by integrating PBL in a technology enhanced environment: first, to explore its possibilities and constraints for teaching HCI; and second, to explore how this space promotes learners' collaboration and engagement.

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“…An LMS is typically designed to handle courses by multiple publishers and content providers. LMS is a web-, etc., conferencing and discussion systems, and popular in education institutions as it is Other proprietary LMS product named adaptive hypermedia courseware (AHyCo) has been implemented in a blended e-learning model [11]. The model is based on a mixture of collaborative learning, problem-based learning (PBL) and independent learning, in a course in Information Science, at the University of Rijeka, Croatia.…”

Section: Learning Management System and E-learningmentioning

confidence: 99%