Presented at the Essence International Conference, Alcoi – Sept 22 2015. The link refers to a youtube video recording of the presentation. This presentation describes a project for online and blended learning.
MULTIFILE
From the article: "This paper describes the process of introducing blended learning in a CS educational program. The methodology that has been used as well as the motivation for the choices made are given. The rst results compared with results from previous courses that used a more classical teaching approach are given. These results show that the new methodology proves to be promising and successful. The successes of the new program as well as the problems encountered are discussed with their possible solution."
MULTIFILE
Blended learning environments (BLEs) have become an indispensable part of higher education and an essential part of course delivery. Although teachers need to be active agents in facilitating students’ self-regulation and interaction, little is known to what extent such support is provided. This study investigated the use of self-regulation strategies (SRS) and interactional methods of teachers and students in BLEs. In a cross-sectional design, 171 teachers and 331 students completed a questionnaire on the use of SRS and the application of human and non-human interactional methods. Results showed that, on average, teachers and students pay little attention to SRS and do not or hardly use interactional methods. Results also showed that experienced and inexperienced teachers did not differ in their attention to SRS, although a significant difference was found between teachers with and without online teaching experience. Teachers with more online teaching experience pay more specific attention to metacognitive and management strategies. A positive relationship was also found between the extent to which teachers use both human and non-human interactional methods and the extent to which they pay attention to SRS in the online component of BLEs. Finally, there was a positive relationship between the extent to which students utilize both human and non-human interactional methods and the extent to which they apply SRS. Outcomes of this research provide insight into the design of BLEs and emphasize the importance of teachers' attention to students’ SRS and the use of interactional methods.
