How Blended Learning Reduce Underachievement in Higher Education: An Experience in Teaching Computer Sciences.
Data(s) |
01/08/2011
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Resumo |
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. |
Formato |
application/pdf |
Identificador | |
Idioma(s) |
eng |
Publicador |
Facultad de Informática (UPM) |
Relação |
http://oa.upm.es/11811/2/INVE_MEM_2011_107374.pdf http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5607328&tag=1 info:eu-repo/semantics/altIdentifier/doi/10.1109/TE.2010.2083665 |
Direitos |
http://creativecommons.org/licenses/by-nc-nd/3.0/es/ info:eu-repo/semantics/openAccess |
Fonte |
IEEE Transactions on Education, ISSN 0018-9359, 2011-08, Vol. 54, No. 3 |
Palavras-Chave | #Telecomunicaciones #Informática |
Tipo |
info:eu-repo/semantics/article Artículo PeerReviewed |