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Using Blended Learning in Traditional Face-to-Face Instruction: A case study teaching Algorithms to undergraduate students.
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, Hellenic Open University & Research Academic Computer Technology Institute, Greece ; , , University of Macedonia, Greece

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper presents a higher education case study in teaching Algorithms to the first year's undergraduate students of the Department of Applied Informatics of the University of Macedonia (UoM), Greece. It describes best practices using an e-learning approach as a complementary tool in traditional face-to-face classroom instruction. The focus of this effort is to support our students to utilize a cost-effective model based on e-Learning technologies and distance learning methods. This paper presents instructors' and students' experiences, analysis of students' feedback, lessons learned and recommendations for other educators considering the application of blended learning techniques to enhance their courses. The presentation will comment on pedagogical and technical problems, difficulties, constraints and successes we faced by using a blended learning approach in higher education.

Citation

Papadakis, S., Paparrizos, K. & Rossiou, E. (2006). Using Blended Learning in Traditional Face-to-Face Instruction: A case study teaching Algorithms to undergraduate students. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 839-845). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 19, 2018 from .

Keywords

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Cited By

  1. Blended Learning: An Asian Perspective

    Raymond Tham, University of Newcastle, Australia; Lesley Tham, Stirling University, UK, Singapore

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 684–691

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