Author(s): Palmárová Viera
Journal: Technológia vzdelávania
ISSN 1335-003X
Volume: 19;
Issue: 8;
Start page: 16;
Date: 2011;
Original page
Keywords: Blended Learning | Computer Programming | Constructivism | LMS Moodle
ABSTRACT
Programming courses are considered demanding. Besides coping with the difficult content, there are more factors influencing the learning/teaching process significantly. The number of students is typically high. They differ a lot as for their previous education, programming experience, motivation, learning styles and learning competences. To realize the individual approach better and to enance the quality of computer programming teaching/learning, we suggest the blended teaching/learning strategy as an effective solution. Blended model integrates two learning environments, the classroom and the virtual one, into a single system. This paper deals mainly with the e-learning component of the blended model. We give examples of Moodle activities grounded in constructivist and constructionist learning theories. The suggested learning activities were designed, verified and improved repeatedly in more successive iterations.
Journal: Technológia vzdelávania
ISSN 1335-003X
Volume: 19;
Issue: 8;
Start page: 16;
Date: 2011;
Original page
Keywords: Blended Learning | Computer Programming | Constructivism | LMS Moodle
ABSTRACT
Programming courses are considered demanding. Besides coping with the difficult content, there are more factors influencing the learning/teaching process significantly. The number of students is typically high. They differ a lot as for their previous education, programming experience, motivation, learning styles and learning competences. To realize the individual approach better and to enance the quality of computer programming teaching/learning, we suggest the blended teaching/learning strategy as an effective solution. Blended model integrates two learning environments, the classroom and the virtual one, into a single system. This paper deals mainly with the e-learning component of the blended model. We give examples of Moodle activities grounded in constructivist and constructionist learning theories. The suggested learning activities were designed, verified and improved repeatedly in more successive iterations.
