How Blended Learning Reduce Underachievement in Higher Education: An Experience in Teaching Computer Sciences.

Alonso Amo, Fernando; Manrique Gamo, Daniel; Martínez Normand, Loïc y Viñes, José Maria (2011). How Blended Learning Reduce Underachievement in Higher Education: An Experience in Teaching Computer Sciences.. "IEEE Transactions on Education", v. 54 (n. 3); pp. 471-479. ISSN 0018-9359. https://doi.org/10.1109/TE.2010.2083665.

Descripción

Título: How Blended Learning Reduce Underachievement in Higher Education: An Experience in Teaching Computer Sciences.
Autor/es:
  • Alonso Amo, Fernando
  • Manrique Gamo, Daniel
  • Martínez Normand, Loïc
  • Viñes, José Maria
Tipo de Documento: Artículo
Título de Revista/Publicación: IEEE Transactions on Education
Fecha: Agosto 2011
Volumen: 54
Materias:
Palabras Clave Informales: Blended learning , computer science education , e-learning , educational technology , moderate constructivism
Escuela: Facultad de Informática (UPM) [antigua denominación]
Departamento: Lenguajes y Sistemas Informáticos e Ingeniería del Software
Licencias Creative Commons: Reconocimiento - Sin obra derivada - No comercial

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Resumen

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.

Más información

ID de Registro: 11811
Identificador DC: http://oa.upm.es/11811/
Identificador OAI: oai:oa.upm.es:11811
Identificador DOI: 10.1109/TE.2010.2083665
URL Oficial: http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5607328&tag=1
Depositado por: Memoria Investigacion
Depositado el: 30 Oct 2012 11:24
Ultima Modificación: 22 Sep 2014 10:51
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