Blended learning in computing education: It’s here but does it work?

Monk, Ellen; Guidry, Kevin R.; Pusecker, Kathleen; Ilvento, Thomas W.

doi:10.1007/s10639-019-09920-4

Cited by 17 publications

(14 citation statements)

References 32 publications

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“…The latter three studies indicate that due to blended learning the involvement of students is being increased, that the students' learning process is being improved because of the online activities and that students are spending more hours on learning, and these factors together have a positive effect on their course grades. On the other hand, Monk et al (2020) indicate that students' grades do not increase through blended learning, other factors such as the grade for the test before and gender (in favor of men) were found to have an effect. From the many questions that still exist to arrive at a good analysis of all the active factors within blended learning, (Keengwe and Kang 2013) indicates that much research is still needed that combines traditional conceptual frameworks with qualitative research.…”

Section: Introductionmentioning

confidence: 81%

“…Blended learning combines the benefits of FTFC and eLearning in order to create a motivating, as well as efficient, learning environment (de Jong et al 2014;Lam 2014;Søraker 2015;Uğur et al 2011;Vo et al 2017). Although blended learning challenges the selfregulation skills of students (Monk et al 2020), blended learning might have two promising advantages: it provides a blended learning approach which students prefer, and it can lead to better learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Participatory design of persuasive technology in a blended learning course: A qualitative study

et al. 2020

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Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design-model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals). Almost all techniques of the first three categories of the PSD-model were used in the design of the blended course. None of the techniques of the fourth category 'Social Support' of the PSD-model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category 'Blended Learning Support'.

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Section: Introductionmentioning

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Participatory design of persuasive technology in a blended learning course: A qualitative study

et al. 2020

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“…Blended learning has a percentage of independent learning through the use of various electronic media [12]. It has become popular as an alternative delivery model for university courses [13] and has been found to enhance students' understanding during their learning process [14]. Apart from blended learning, the flipped classroom is a new and popular teaching model, where traditional activities in the classroom become home-based activities and the other way around [15].…”

Section: Related Studiesmentioning

confidence: 99%

“…Both blended learning and flipped classroom may be conducted through various e-learning activities such as watching videos about a topic in the course syllabus and answering online quizzes. Past studies have shown that materials, readings, and quizzes performed online are better than listening to the professor's lectures through PowerPoint in the classroom [13]. Previous studies also proved that online learning improved student academic performance and enhanced student confidence in the course of software programming [16].…”

Section: Related Studiesmentioning

confidence: 99%

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

Katuk¹

2019

IJATCSE

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The paper describes a study on the relationship between students' online quiz taking behavior and their performance. Unsupervised online quizzes have been used widely by higher learning institutions as an activity in a blended learning model and found to be a valuable formative assessment tool for students to self-assess their learning more flexibly and conveniently than taking the quizzes in the classroom. Past studies also suggested that online quizzes could engage students in learning more effectively and increase students' motivation to learn more than inclassroom quizzes. Although the online quizzes offered positive effects on students' learning, limited studies were conducted to understand students' behaviors in taking unsupervised online quizzes and how they affect their performance. Therefore, this study aims to investigate how students' online quiz taking behavior affects their performance. Four types of ordinary online quiz taking behavior, namely (1) access to printed references, (2) access to digital references, (3) peer discussion, and (4) test preparation practices are included in the study. The students' online quiz taking behavior was obtained using a self-rated post-task questionnaire, while the performance data of the students were taken from their scores in three unsupervised online quizzes for a Computer Organization course, as a compulsory course for students enrolling in an Information Technology bachelor's degree program. The results of the study suggested that students who frequently access to printed references, access to digital references, and have peer discussion during online quiz taking obtained higher marks for the online quizzes compared to the students who never or seldom do so. A similar result also found among students who prepared or did revision before taking the quizzes. Further, students who obtained higher marks in the online quizzes tend to refer to digital references (i.e., softcopy of the lecture notes, and search from the Internet) more frequently than the students who obtained lower marks. The findings of the study suggested that preparation and revision before the quizzes are essential, although there are resources available to refer to while taking the unsupervised online quizzes.

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“…In order for the b-learning method to be implemented with a number of guarantees, it first requires a great deal of effort and dedication on the part of the teacher [45], as well as instructional design of the teaching and learning process [46]. The key competence of learning to learn should also be enhanced [47], new roles for teachers and students should be clearly established [48], curricular flexibility should be encouraged [49], different learning styles for students should be addressed [50] and cooperative and collaborative work should be promoted [51].…”

Section: Introductionmentioning

confidence: 99%

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

et al. 2020

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Information and communication technologies are a step forward in education, as they have given rise to innovative methodologies, such as blended learning. This type of training can be applied at any stage or educational typology such as basic vocational training. The main objective of this article is to know the degree of effectiveness of this methodology in this stage, specifically in an applied science module. For this purpose, a quasi-experimental design has been applied with a control group and an experimental group with a total of 147 participants. The results show how those students who have worked through b-learning have experienced better results in all the dimensions of the study. In conclusion, the implementation of this methodology in basic vocational training brings benefits, such as motivation and autonomy in the teaching–learning processes of all students.

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Blended learning in computing education: It’s here but does it work?

Cited by 17 publications

References 32 publications

Participatory design of persuasive technology in a blended learning course: A qualitative study

Participatory design of persuasive technology in a blended learning course: A qualitative study

Student Behavior and Performance in Unsupervised Online Quizzes: A Case of Computer Organization Course

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

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