Abstract
The COVID-19 pandemic has shifted the way education is delivered, leading to a widespread adoption of online learning methods. Online education has adopted many methods of learning, such as synchronous, where teaching is present during instruction, and asynchronous, where pre-recorded video learning is provided for students. In addition, there is also blended learning, where both methods are combined simultaneously. This research compares pure synchronous teaching and blended learning of a computer programming course in the Faculty of Engineering. We collect data by comparing performance between fully synchronous learning and blended learning from two groups of students, with 25-30 students in each group. The method to compare two groups of students is divided into two parts; the first part uses a quantitative approach by using the outcome of the exam. The second part uses a more qualitative approach by collecting feedback from students they have an experience in blended learning. The result of the first approach has shown that students’ exam scores using the blended method give a higher median of 5.76% and a higher average score value of 1.59% than those who only participate in a synchronous approach. For the second approach, we found that students prefer blended learning over either only asynchronous or synchronous learning. They believe asynchronous learning can provide flexibility in terms of learning and course revision, while synchronous learning can provide instant feedback and reassurance from the instructors if they have questions and clarifications. The combination of both methods can help students reach the best outcome.
Author Information
Mingmanas Sivaraksa, Mahidol University, Thailand
Paper Information
Conference: ECE2023
Stream: Teaching Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Sivaraksa M. (2023) Efficiency in Learning Computer Programming Through Blended Learning Methods ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.9
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.9
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