Anastasios Karakostas
ABSTRACT
This study explores students' attitudes regarding the use of e-lectures for introducing a blended mode of instruction in a multimedia programming course. In the context of a sixth-month course we supplemented students with e-lectures, available asynchronously from the course website. Most e-lectures presented multimedia programming techniques already been taught in the laboratory; but two of them presented more advanced topics completely new to the students. The results of a questionnaire-based evaluation showed that the students were quite positive about the use of e-lectures as a supporting material to the traditional laboratory course. The e-lectures helped them to better comprehend multimedia programming concepts and procedures, and to develop their projects successfully. However, the e-lectures on new subjects did not support all students effectively to advance their project. Also, half of the students stated that that they would still prefer to attend the traditional face-to-face laboratory sessions than being supported from distance using e-lectures as primary learning material. Developing e-lectures may have certain benefits for programming courses, however shifting such a course toward a blended mode entails more complex issues that demand further exploration.
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Index Terms
- e-Lectures to support blended instruction in multimedia programming course
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