The effectiveness and experiences of blended learning approaches to computer programming education

Abstract

ABSTRACT:At the nexus of education and technology, blended learning is growing rapidly. Integrating faceto-face and online learning, blending can enhance learning and optimize seat time. This paper describes the use of the blended e-learning model in a course "Data Structures and Algorithms" given at the Afyon Kocatepe University, Turkey. This model is realized as a combination of a face-to-face environment and online learning, using the University's Learning Management System (LMS) named @KU-UZEM. The LMS consists of many applications in accordance with SCORM standards, such as, student records, user roles, courses, exams security applications, student affairs, counseling services, internal communication, director processes and evaluation. It provides whole software infrastructure by a virtual academic institution and is currently used in Afyon Kocatepe University. This paper describes both the technology for course design and programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. According to the obtained results with the performed experimental evaluation, the realized blended learning model provided more effective and efficient educational experience rather than traditional, face-to-face learning. A survey conducted at the end of the course also showed that students were satisfied with the pedagogical approach, and their academic achievements were also better than expected. Particularly important is that the dropout rate was greatly diminished, which could be related to students' satisfaction with the support they received from the teacher and the system.

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“…The lack of a single accepted definition for the term blended learning (Deperlioglu & Kose, 2013;Graham, 2012b;Lee, Fong, & Gordon, 2013;Stacey & Gerbic, 2008) causes teachers to understand blended learning in different ways and then design their courses according to their own understanding of the concept. With a large number of blended learning designs, selecting the most appropriate design approach is becoming a major challenge, especially for teachers who lack the necessary theoretical preparation and experimental experience with blended learning, which is the case of the majority of teachers in higher education (Huang & Zhou, 2005).…”

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