Logo PTI
Polish Information Processing Society
Logo FedCSIS

Annals of Computer Science and Information Systems, Volume 8

Proceedings of the 2016 Federated Conference on Computer Science and Information Systems

A blended learning model for practical sessions


DOI: http://dx.doi.org/10.15439/2016F432

Citation: Proceedings of the 2016 Federated Conference on Computer Science and Information Systems, M. Ganzha, L. Maciaszek, M. Paprzycki (eds). ACSIS, Vol. 8, pages 903912 ()

Full text

Abstract. We describe an education model that was developed and put in place to improve student engagement and attainment in a first year undergraduate programming course.


  1. M. McCracken, V. Almstrum, D. Diaz, M. Guzdial, D. Hagan, Y. B.-D. Kolikant, C. Laxer, L. Thomas, I. Utting, and T. Wilusz, “A multi-national, multi-institutional study of assessment of programming skills of first-year cs students,” in Working Group Reports from ITiCSE on Innovation and Technology in Computer Science Education, ser. ITiCSE-WGR ’01. New York, NY, USA: ACM, 2001. http://dx.doi.org/10.1145/572133.572137 pp. 125–180.
  2. T. Jenkins, “On the difficulty of learning to program,” in Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, vol. 4, 2002, pp. 53–58.
  3. D. R. Garrison and H. Kanuka, “Blended learning: Uncovering its transformative potential in higher education,” The internet and higher education, vol. 7, no. 2, pp. 95–105, 2004. http://dx.doi.org/10.1016/j.iheduc.2004.02.001
  4. C. J. Bonk and C. R. Graham, The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons, 2012. ISBN 9781118429570
  5. F. A. Marco, V. M. R. Penichet, and J. A. G. Lázaro, “Drawer: an innovative teaching method for blended learning,” in Proceedings of the 2013 Federated Conference on Computer Science and Information Systems, M. P. M. Ganzha, L. Maciaszek, Ed. IEEE, 2013, pp. 727–734.
  6. R. Murphy, L. Gallagher, A. E. Krumm, J. Mislevy, and A. Hafter, “Research on the use of Khan Academy in schools: Research brief,” SRI International, 2014.
  7. S. Deterding, D. Dixon, R. Khaled, and L. Nacke, “From game design elements to gamefulness: Defining "gamification",” in Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, ser. MindTrek ’11. New York, NY, USA: ACM, 2011. http://dx.doi.org/10.1145/2181037.2181040 pp. 9–15.
  8. D. A. Kolb, Experiential Learning: experience as the source of learning and development. Prentice Hall, 1984. ISBN 9780132952613
  9. N. Barreiro and C. Matos, “Checkpoint system documentation,” Department of Computer Science, Royal Holloway, University of London, Tech. Rep., 2016, internal document.
  10. “Mozilla Open Badges,” accessed: 2016-05-09. [Online]. Available: http://openbadges.org/
  11. A. Agarwal, “Why MOOCs (still) matter,” 2013, TED talk by Anant Agarwal, CEO of edX, Accessed: 2016-05-06. [Online]. Available: http://bit.ly/1kZwi9Y
  12. P. Ihantola, T. Ahoniemi, V. Karavirta, and O. Seppälä, “Review of recent systems for automatic assessment of programming assignments,” in Proceedings of the 10th Koli Calling International Conference on Computing Education Research, ser. Koli Calling ’10. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/1930464.1930480. ISBN 978-1-4503-0520-4 pp. 86–93.
  13. T. Amabile and S. Kramer, The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Harvard Business Press, 2011. ISBN 9781422198575
  14. J. McGonigal, Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Penguin Group, The, 2011. ISBN 9780143120612
  15. J. D. Karpicke and J. R. Blunt, “Retrieval practice produces more learning than elaborative studying with concept mapping,” Science, vol. 331, no. 6018, pp. 772–775, 2011. http://dx.doi.org/10.1126/science.1199327
  16. J. Bennedsen and M. E. Caspersen, “Assessing process and product: a practical lab exam for an introductory programming course,” Innovation in Teaching and Learning in Information and Computer Sciences, vol. 6, no. 4, pp. 183–202, 2007. http://dx.doi.org/10.11120/ital.2007.06040183
  17. S. Cvetkovic, R. Seebold, K. Bateson, and V. Okretic, “CAL programs developed in advanced programming environments for teaching electrical engineering,” IEEE Transactions on Education, vol. 37, no. 2, pp. 221–227, 1994. http://dx.doi.org/10.1109/13.284998
  18. University of Edinburgh, “Physics 2A Scientific Programming in JAVA,” 2009, course notes, Accessed: 2016-05-07. [Online]. Available: http://www2.ph.ed.ac.uk/~aturner/teaching/Scientific-Programming/documentation/booklet.pdf
  19. D. Parsons and P. Haden, “Programming osmosis: Knowledge transfer from imperative to visual programming environments,” in Conference of the National Advisory Committee on Computing Qualifications, 2007.
  20. S. Zhigang, S. Xiaohong, Z. Ning, and C. Yanyu, “Moodle plugins for highly efficient programming courses,” in 1st Moodle Research Conference, 2012.
  21. E. Seung, “Examining the development of knowledge for teaching a novel introductory physics curriculum,” Ph.D. dissertation, Purdue University, 2007.
  22. “WebAssign,” accessed: 2016-05-07. [Online]. Available: http://webassign.net/
  23. C. C. Abt, Serious games. Viking Press, 1970. ISBN 9780670003136
  24. B. Sawyer and D. Rejeski, “Serious games: Improving public policy through game-based learning and simulation,” 2002.
  25. D. R. Michael and S. L. Chen, Serious Games: Games That Educate, Train, and Inform. Muska & Lipman/Premier-Trade, 2005.
  26. K. M. Kapp, The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons, 2012. ISBN 9781118096345
  27. B. Kumar and P. Khurana, “Gamification in education-learn computer programming with fun,” International Journal of Computers and Distributed Systems, vol. 2, no. 1, pp. 46–53, 2012.
  28. B. Burke, “Gamification: Engagement strategies for business and IT,” Gartner Inc, Tech. Rep. G00245563, 2012.
  29. A. M. Roepke, S. R. Jaffee, O. M. Riffle, J. McGonigal, R. Broome, and B. Maxwell, “Randomized controlled trial of SuperBetter, a smartphone-based/internet-based self-help tool to reduce depressive symptoms,” Games for health journal, vol. 4, no. 3, pp. 235–246, 2015. doi: 10.1089/g4h.2014.0046
  30. N. Friesen, “Report: Defining blended learning,” 2012, accessed: 2016-05-08. [Online]. Available: http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf
  31. J. Hollingsworth, “Automatic graders for programming classes,” Communications of the ACM, vol. 3, no. 10, pp. 528–529, Oct. 1960. http://dx.doi.org/10.1145/367415.367422
  32. J. B. Hext and J. W. Winings, “An automatic grading scheme for simple programming exercises,” Communications of the ACM, vol. 12, no. 5, pp. 272–275, May 1969. http://dx.doi.org/10.1145/362946.362981
  33. N. A. Rashid, L. W. Lim, O. S. Eng, T. H. Ping, Z. Zainol, and O. Majid, Advanced Computer and Communication Engineering Technology: Proceedings of ICOCOE 2015. Springer International Publishing, 2016, ch. A Framework of an Automatic Assessment System for Learning Programming, pp. 967–977.