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

Deperlioglu O., Kose U.

COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, vol.21, no.2, pp.328-342, 2013 (SCI-Expanded) identifier identifier


At the nexus of education and technology, blended learning is growing rapidly. Integrating face-to-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. (c) 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 328-342, 2013; View this article online at wileyonlinelibrary. com/journal/cae; DOI 10.1002/cae.20476