ERIC Number: EJ936366
Record Type: Journal
Publication Date: 2011-Aug
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-9359
EISSN: N/A
How Blended Learning Reduces Underachievement in Higher Education: An Experience in Teaching Computer Sciences
Alonso, F.; Manrique, D.; Martinez, L.; Vines, J. M.
IEEE Transactions on Education, v54 n3 p471-478 Aug 2011
This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning. (Contains 4 tables and 3 figures.)
Descriptors: Blended Learning, Constructivism (Learning), Underachievement, Distance Education, Educational Improvement, Computer Science Education, Teaching Methods, Instructional Effectiveness, Intermode Differences, Comparative Analysis, Comparative Testing, Achievement Gains, Electronic Learning, Educational Technology, Teaching Experience
Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A