A Model of Blended Learning in Computer Engineering Education

mer Deperlio lu
Distance Education Vocational School
Afyon Kocatepe University, Turkey
odeper@aku.edu.tr
Utku Kse
Distance Education Vocational School
Afyon Kocatepe University, Turkey
utkukose@aku.edu.tr
Ramazan Yldrm
U ak Provincial Directorate for National Education
U ak, Turkey
ramazanyildirim64@gmail.com

Abstract: Blended learning is a popular method that is used to enhance education process. It is a learning
model and approach that combines different educational technologies and techniques to ensure better teachinglearning experiences. A typical blended learning model could include any type of educational technology and
face-to-face education. But nowadays, it is generally associated with combining face-to-face education and elearning activities. This paper describes the use of the blended learning approach in the courses given for
computer engineering students at the Afyon Kocatepe University, Turkey. The model is realized as a form of
face-to-face education and e-learning activities performed using the Universitys learning management system
(LMS) named @KU-UZEM. The LMS is totally a product of the Afyon Kocatepe University and consists of
many educational tools in accordance with SCORM standards. The provided educational tools are used mostly
for preparing or viewing course topics, communicating with online users, preparing homework studies and
evaluating each students learning performance on the system.

Keywords: Blended Learning, Face-to-face Education, E-Learning, Learning Management System,

Computer Engineering Education.

Introduction
Due to rapid improvements in specific technologies, standards of the humankinds modern life are
also changed to ensure desired harmony among different fields of life. Nowadays, especially information
and communication technologies take an important role on maintaining this mechanism. In this sense,
effects of these technologies are observed in many different fields, which are related to humankinds
modern life. Education is one of these fields and it has been obviously connected with information and
communication technologies since the inception of these technologies (McCormack and Jones, 1997).
Definitely, a remarkable improvement has been succeeded in the field of education with the support of
information and communication technologies.
E-learning is one of the foremost elements that have been appeared as a result of the improvements
in the education. E-learning is used as a term to define learning processes created by interaction with
digitally delivered content, services and support (Imperial College London, 2009). Generally, e-learning is
also defined as using new multimedia technologies and the Internet to improve the quality of learning by
facilitating access to resources and services as well as remote exchanges and collaboration. (European
Commission, 2001) By using e-learning methods, more interactive and effective educational environments
can be designed and developed easily. Furthermore, both teachers and students can be enabled to have
more effective and efficient education processes, thanks to e-learning. Today, e-learning is especially
associated with using combination of computer and Internet technologies.
Although it has many advantages to improve education process, e-learning also has some
important disadvantages, which directly affect education activities. For instance, it has always been
difficult for e-learning systems to ensure good socialization processes for both students and teachers. In
addition to this problem, another disadvantage of e-learning systems is high student dropout rate. High
student dropout rate is notably present in online e-learning systems (Berge and Huang, 2004; Kemery,
2000; Montenegro, Taliercio, Otero, Luna, Wassermann, Magallan, Soriano and Gonzalez Bernaldo De
Quiros, 2008; Shepherd, 2003).
All of mentioned disadvantages have caused to search for better education methods and as a result
of educational studies, a new educational model named blended learning has been introduced. The term
blended learning is used to define an education model, which contains different types of learning and
teaching methods. Blended learning models aim to provide better education experiences by using
combinations of different methods (Harriman, 2004; Williams, 2003). With the support of blended
learning, teachers can provide more flexible learning processes for students and enable them to improve
their own learning levels. Moreover, it is always possible for teachers to take students attention, and
hereby lower the dropout rate. Due to all of these advantages, blended learning is a popular approach,
which is widely used in todays education systems.
This paper describes the use of the blended learning approach in the courses given for computer
engineering students at the Afyon Kocatepe University, Turkey. The developed model is realized as a form

of face-to-face education and e-learning activities performed using the Universitys learning management
system (LMS) named @KU-UZEM. The LMS is totally a product of the Afyon Kocatepe University and
consists of many educational tools in accordance with SCORM standards. The provided educational tools
are used mostly for preparing or viewing course topics, communicating with online users, preparing
homework studies and evaluating each students learning performance on the system.
The blended learning model, which was developed in this study, aims to provide an effective and
efficient education experience for both students and teachers. Within the model, teachers have a chance to
use advantages of both face-to-face education and e-learning for computer engineering education and
enable students to have more advanced learning experiences for the given courses.
The rest of the paper is organized as follows: In the second section, basics of the blended learning
approach were introduced briefly. Following that, structure of the developed blended learning model,
educational activities performed within the model and using features of the LMS (@KU-UZEM) were
explained in the third section. Later, evaluation process of the study and obtained results were explained in
the fourth section. Finally, conclusions and future work were presented in the fifth section.

Blended Learning
Blended learning is defined as an educational approach, which employs different learning and
teaching models of face to face or distance education and enables students and teachers to use different
educational tools that are included in the chosen models. Some authors have also made different definitions
for the blended learning. Valiathan (2002) defines blended learning as a solution that combines different
delivery methods like web based courses, collaboration software and knowledge management practices. On
the other hand, Procter (2003) defines it as an effective combination of different educational techniques,
technologies and delivery methods to supply students needs. As it is understood from the definitions,
blended learning includes different types of learning and teaching methods to provide more advanced
education experiences.
Today, blended learning models are actually developed by combining face-to-face education and
e-learning activities. Thus, developed blended learning models employ different aspects of both face-toface education and e-learning. Eventually, both advantages and disadvantages of face-to-face education and
e-learning are combined in single learning model. In this type of blended learning approaches, teachers and
students have a chance to experience flexibility and efficiency of e-learning and socialization process of the
face-to-face education.
In addition to the included methods, the chosen learning program is also another important aspect
for any blended learning model. In time, different blended learning approaches have appeared according to
used learning programs. These approaches were introduced by Bersin and named as the program-flow
model and the core-and-spoke model (Bersin, 2004; Padmanabhan, 2008). The program-flow model is
formed with a curriculum supported with some steps. In this model, learning activities are performed in a

predefined order (step by step). At the end of the model an exercise or a test is performed to evaluate
students learning process. This evaluation process is also known as the final step. On the other hand, coreand-spoke model formed with a primary approach and some additional materials to support primary
approach. Within the model, course contents, interactive learning tools, exercises and tests can be used as
additional materials. Research studies show that core-and-spoke model is more effective on experienced
students. Because core-and-spoke model allows students to organize and perform their own learning
activities. In this sense, it is not necessary for all students to complete courses at the same time.
Blended learning approach includes many advantages that make it popular among teachers and
students. The foremost advantages of blended learning can be listed as below:
Blended learning approach can be applied to students with different learning styles and levels
(Marsh, 2002).
Blended learning lowers general education expenses and allows cost savings.
Blended learning provides enhanced interaction between students and teachers.
It is easier to improve students academic achievements by using blended learning models.
As a result of using different education methods within single learning model, teachers can
easily attract students attention to the course subjects.
With blended learning, more flexible and efficient learning processes can be ensured easily.
Students dropout rate can easily be lowered by using blended learning models.

Blended Learning Approach for Computer Engineering Education

In this study, program-flow model of blended learning approach was chosen to be used for
computer engineering education. In the realized model, face-to-face education part takes place at the
beginning of the courses. After the face-to-face education part, each course continues with e-learning
activities performed on the LMS system named @KU-UZEM. Figure 1 shows a brief plan of the developed
blended learning model.

Figure 1: A brief plan of the developed blended learning model

In the face-to-face education part, students have a chance to interact with teachers and other
students. Thus, socialization process of the education system is achieved. Face-to-face education part also

allows students and the teacher to discuss about course objectives, using features and functions of the LMS
(@KU-UZEM) and difficult, practical topics that need more exercises to be learned. On the other hand, elearning activities of the given courses are performed on @KU-UZEM. E-learning activities are mostly
organized and announced by teachers during the face-to-face education part or via @KU-UZEM interface.
E-learning part is the most significant part of the developed blended learning model. So, both e-learning
activities and @KU-UZEM interfaces must be examined in more detail to have better idea about working
mechanism of the model.

E-Learning Activities with @KU-UZEM

As mentioned before, all e-learning activities arranged within the given courses are performed on
@KU-UZEM. In order to start e-learning activities, both students and teachers must login to the @KUUZEM interface first. In this aim, each student and teacher uses his / her own username and user password
on the login screen to enter @KU-UZEM interface.
After logging in to the system, the entrance screen of @KU-UZEM is viewed for both students
and teachers. Generally, this screen is viewed similar for both students and teachers. But some links and
system options located on this screen are changed according to the user type known as student or
teacher. On the left side of the screen, some system links, which can be used to enter e-learning activities
or perform management activities for @KU-UZEM, are located. System news and information about
upcoming e-learning activities are also viewed on the right side of the entrance screen. For students, course
announcements are placed on the middle side of the screen. Teachers can also see all added announcements
on the middle side of their own entrance screen. Figure 2 shows the entrance screen of @KU-UZEM.

Figure 2: Entrance screen of @KU-UZEM

1. E-Learning with Online Course Subjects: Course subjects discussed in the face-to-face
education part are also presented for students on @KU-UZEM. Electronic forms of course subjects include
some interactive elements like animated exercises, flash animations and videos that can be viewed or
played by students easily. Students can use the Courses module of @KU-UZEM to reach added course
subjects. Each course subject provided in the module includes some pages that were prepared by teachers
and students can navigate through these pages by using some system controls. Figure 3 represents a
screenshot from a course subject page.

Figure 3: A screenshot from a course subject page

Course subject pages provided on @KU-UZEM are prepared by teachers with a module named
Content Management. Teachers can reach this module by clicking on its link provided on the entrance
screen of @KU-UZEM. With this module, teachers can create new pages for a specific course subject or
edit existing ones to update course contents. Content Management module comes with a simple interface,
which allows teachers to create or edit course subject pages by using a rich text editor. This editor employs
many useful functions, which can be used to set text styles and formats or add various interactive media
elements into any course subject page. Figure 4 represents a screenshot from the course subject page
preparation interface.

Figure 4: A screenshot from the course subject page preparation interface

2. Communication on @KU-UZEM: During the e-learning part, online interaction among students
and teachers are done with the help of some communication tools included in the @KU-UZEM. There are
three different communication tools that can be used by both students and teachers. Each tool can be
executed by clicking on their names listed on the entrance screen of @KU-UZEM.
The first communication tool included in @KU-UZEM is used for private messaging among
students and teachers. Private Messaging module allows students and teachers to view received private
messages or send new ones to other users on @KU-UZEM. The module provides a rich text editor, which
can be used to create private messages supported with visual and interactive elements. Created private
messages can also be sent to one or more users, thanks to the Private Messaging module. The second
communication tool is an online chat tool that can be used by teachers to arrange chat meetings over the
Internet. This tool is disabled for student use and enabled by only teachers on specific meeting dates and
times. During chat meetings, students can view teachers web cam but they communicate with teachers and
other students by using only text-based interface. Arranged chat meetings are announced by teachers via
@KU-UZEM interface. Students can view these announcements on the entrance screen of @KU-UZEM.
The third communication tool provided on @KU-UZEM is a discussion forum tool, which is used to post
new personal messages or make comment on posted ones about given courses. Discussions that are
performed on this tool are moderated by teachers and students are allowed to post messages about only
course subjects. Forum titles provided for students are also adjusted by only teachers.
2. Assessment Activities: It is possible for teachers to evaluate students learning process by using
some tools and modules provided on @KU-UZEM. Assessment activities consist of homework studies,
quizzes or examinations and performance tracing.

Teachers can give one or more homework studies for students during the e-learning part of the
developed model. This can be done by using the Homework module of the @KU-UZEM. By using this
module, teachers may want students to prepare and upload their homework files to the @KU-UZEM
database before a specific date and time. After getting the uploaded files, teacher can evaluate the prepared
homework studies by using the same module. Students can also learn the homework evaluation results via
@KU-UZEM interface (with announcements, private messagesetc.). It is also possible for teachers to
discuss about homework studies during the face-to-face education part.
With @KU-UZEM, teachers can also prepare some quizzes or examinations for the given courses.
In the developed model, each course subject ends with a quiz that all students can take during the defined
time periods. In addition to the given quizzes, visa examination of each computer engineering course is
performed via @KU-UZEM. Quizzes and examinations provided in @KU-UZEM are prepared by teachers
via Courses and Question Bank modules. Question Bank module allows teachers to create their own
questions and store them in the system database for future uses. By using this module, text-only questions
or questions supported with visual and interactive elements can be created easily with integrated rich text
editor. After creating enough questions for any examination, teacher must use Courses module to create the
examination. At this point, teachers can define the examination type, a descriptive name and total
answering time for each new examination. Furthermore, teachers can also want @KU-UZEM to provide
questions randomly for each student. In @KU-UZEM, quizzes and examinations are provided to students
as a web page format, which includes many different web controls. Students can select answers and
navigate through the listed questions by using these web controls located on the interface. Figure 5 shows
an examination interface from @KU-UZEM.

Figure 5: An examination interface from @KU-UZEM

Another assessment module included in @KU-UZEM is named as Performance Tracing

module. Teachers can use this module to view some statistical information about students e-learning
activities on the system. For instance, teachers can view how many times each student has viewed provided
course subjects and learn past quiz or examination results for each student.
3. Other E-Learning Activities: In @KU-UZEM, students and teachers can use some more elearning tools to support other activities explained before. As different from other modules and tools, these
tools are arbitrarily used by students and teachers. Teachers can create special polls to learn students ideas
about specific subjects by using the Poll tool. Each poll is active along a defined time period and at the
end of this period, poll results can be viewed by both students and teachers. Another tool: Free
Encyclopedia is used by students and teachers to add new articles about course subjects or edit existing
ones by using the provided interfaces. Eventually, this tool enables students and teachers to form an online
encyclopedia with their contribution. In addition to these tools, @KU-UZEM also includes a personal
notepad, personal agenda and a dictionary that can be used by students to learn meaning of some technical
words included in the given courses.

Evaluation
The blended learning model realized in this study have used for two academic years in computer
engineering education. In order to evaluate the realized model, academic results, which were obtained at
the end of each course and academic year, have been examined. According to the results, computer
engineering students participations to the education activities were greatly increased. Furthermore,
students academic achievements on each year were better than expected and educational aims for the given
courses were also be reached. Although some students took several courses for the second time, their
grades have been improved and they have passed these courses. Table 1 shows some results from three
different courses given at the second academic year.

Course Name

Number of
students

Number of students
who passed

Mean

St. Dev.

Data Structures and Programming

61

52

79,91

14,72

Object Oriented Programming

60

49

75,63

16,52

Digital Electronic

53

48

73,61

13,91

Table 1: Some results from three different courses given at the second academic year

Conclusions and Future Work

This paper describes the implementation of a blended learning model in computer engineering
courses given at the Afyon Kocatepe University. The realized model aims to provide an effective and
efficient education experience for both students and teachers. By using the model, teachers have a chance
to use advantages of both face-to-face education and e-learning for education process and enable students
to have more advanced learning experiences for the given computer engineering courses.
Obtained results show that the blended learning model has affected learning activities and so
education process in a positive way. As a result of using blended learning approach, students dropout rate
was lowered greatly. It is also important that students enjoyed the learning process provided with this study
and their academic achievements were also improved. Definitely, using combinations of different education
methods and support of the information technology have the biggest role on these results.
All of these positive reactions encourage authors to use blended learning model in other
departments at the Afyon Kocatepe University. The model is used in different courses given at the Afyon
Kocatepe University and evaluated to check its effectiveness on education processes. In the future, the
model will also probably be used in master and doctoral programs. There are also some more works to
improve features and functions of @KU-UZEM.

References
Berge, Zane L. and Huang, Yi-Ping (2004). A model for sustainable student retention: A holistic
perspective on the student dropout problem with special attention to e-learning, DEOSNEWS, vol. 13, no.
5, [Online]. Available: http://www.ed.psu.edu/acsde/deos/deosnews/deosnews13_5.pdf
Bersin, Josh (2004). The Blended Learning Book: Best Practices, Proven Methodologies and Lessons
Learned. San Francisco, USA: Pfeiffer.
Communication from the Commission to the Council and the European Parliament: The e-Learning Action
Plan, European Commission, (Mar. 2001), [Online]. Available: http://eurlex.europa.eu/LexUriServ/site/en/com/2001/com2001_0172en01.pdf
Harriman, Grey (2004). What is blended learning?, E-Learning Resources, [Online]. Available:
http://www.grayharriman.com/blended_learning.htm
Imperial College London (2009). E-Learning, An E-Learning Glossary, [Online]. Available:
http://www3.imperial.ac.uk/ict/services/teachingandresearchservices/elearning/aboutelearning/elearningglo
ssary
Kemery, Edwards R. (2000). Developing on-line collaboration. In A. Aggarwal (Ed.), Web-Based Learning
and Teaching TechnologiesOpportunities and Challenges (pp. 226244). Hershey, PA: Idea Group.
Marsh, Julie (2002). How to design effective blended learning, Brandon-hall.com, Tech. Rep.

McCormack, Colin and Jones, David (1997). Building a Web-Based Education System. New York, USA:
Wiley.
Montenegro Sergio, Taliercio Vanina, Otero Paula, Luna Daniel, Wassermann Santiago, Magallan Laura,
Soriano Enrique and Gonzalez Bernaldo De Quiros Fernan (2008). Analysis of dropouts in the e-learning
courses at the Virtual Campus of the Hospital Italiano de Buenos Aires, 2008, IMIA Health and Medical
Informatics Education, Argentina.
Padmanabhan, Murali (2008). Blended Learning Models in Workplace Learning, 2008, International eLearning Conference (IEC 2008), Thailand.
Procter, Chris (2003). Blended learning in practice. The Education in a Changing Environment Conference.
Salford, UK: University of Salford.
Shepherd, Clive (2003). Endgame - encouraging completion in e-learning, Fastrak Consulting Ltd.,
[Online]. Available: http://www.fastrak-consulting.co.uk/tactix/Features/endgame.htm
Valiathan, Purnima (2002). Blended learning models. Learning Circuits, [Online]. Available:
http//www.learningcircuits.org/2002/aug2002/valiathan.html
Williams, Shan (2003). Clerical medical feeds back on blended learning, Industrial and Commercial
Training, vol. 35, no. 1, pp. 2225.