Abstract:
This paper describes a blended learning environment that was developed for a course at the Asian women university, Bangladesh. It also describes an exploration of the use of a technology-enabled problem-based-learning approach undertaken with a group of second year students. A number of well-known problems and issues are related to teaching programming to novices. One is the demands of accuracy in relation to the syntax used; another is the level of abstract thinking needed in order to comprehend the conceptual and theoretical sides of programming. This paper expresses the issues and implications of blended learning and teaching, with a special interest in developing a model for using a problem-based learning (PBL) approach to teaching. As stated by Kolmos & Graff (2003), the label PBE is used to cover an amazing diversity of educational practices. Critical differences between practices are described by e.g. Barrows (1986), who mentions the teacher vs. learner directedness as one important way of distinguishing. The openness of the problem dealt with, and the freedom of the learners to choose the problems they work with, are other defining issues. Based on both theoretical 5ources (e.g. Smith & Harland, 2009; HadJerrouit, 2008) and empirical data from the case study carried out, the paper will discuss which characteristics of PBL are the most relevant to teaching and learning programming. Furthermore, this study is concerned with the conditions for PBL as a workable pedagogical approach in a developing country. The study reported on in this paper aims to determine the impact of a blended learning teaching model on attitudes towards computer programming. The study is carried out with a qualitative and ethnography-inspired methodology among undergraduate students at the Asian University for Women in Bangladesh. In the study, an experiment is carried out where blended teaching and learning combine face-to-face instructions, computer assisted instructions and online teaching to maximize s dents' learning. This re5earch explores the experiences in teaching computer programming with problem-based learning (PBL). The aim is to provide flexibility and efficiency in the both the teaching and learning process. With the emphasis on the students' active learning about problems, setting up their own learning goals and actively searching for and analyzing information, a learning design will be developed where technology will strengthen the reflective work of the students, as well as create opportunities for “just in time-learning” for the students. In focus of the evaluation of the experiment, learning design is a learning cycle with three phases: conceptualization, construction, and dialogue. This approach is tested as a new model of blended learning and teaching for students in introductory computer programming.
