The Effects of Blended Learning Utilizing the Learning Support System and E-Learning in C Programming Education
Junko Shinkai, Toyama National College of Technology, Japan ; Isao Miyaji, Okayama University of Science, Japan
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Blended learning disciplines were introduced at programming class. The blended learning consisted of the three activities: one was to make students take study notebooks and use a learning support system on a notebook PC. The second activity was to make learners collaborate in groups and evaluate each other. The third one was to make them learn by themselves using an e-learning system. The students were asked by questionnaire about programming abilities and awareness. The students recognized significant differences by comparing programming abilities and awareness before and after blended learning activities. The past two-year practices have brought three results. The learning support system was effective in improving the ability to make algorithms. E-learning influenced on assimilating knowledge of programming. Activities to evaluate mutually were effective in improving abilities to explain ideas and understand others.
Shinkai, J. & Miyaji, I. (2011). The Effects of Blended Learning Utilizing the Learning Support System and E-Learning in C Programming Education. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1886-1893). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)