A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Using visualization to teach parallel algorithms
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Testers and visualizers for teaching data structures
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Three-level teaching material for computer-aided lecturing
Computers & Education
Evaluating animations as student aids in learning computer algorithms
Computers & Education
Computer literacy and application via distance e-learning
Computers & Education
Web-Teaching: A Guide to Designing Interactive Teaching for the World Wide Web
Web-Teaching: A Guide to Designing Interactive Teaching for the World Wide Web
An empirical investigation of student acceptance of course websites
Computers & Education
Collaborative programming projects in an advanced CS course
Journal of Computing Sciences in Colleges - Papers of the twelfth annual CCSC Northeastern Conference
Students' attitudes towards integration of ICTs in a reading course: A case in Turkey
Computers & Education
The professor on your PC: a virtual CS1 course
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
You must be independent and have self-confidence: attitudes of distance learners
CompSysTech '09 Proceedings of the International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing
Review: Content Management Systems: Enriched learning opportunities for all?
Computers in Human Behavior
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This paper describes a study conducted on the attitudes of students towards the integration of the Web as a channel of communication and a study tool in traditional distance teaching of Computer Science (CS) at the Open University of Israel (OUI). We examined the incorporation of web communication into the traditional model with three different groups of undergraduate students--one of 700 students in our introductory course, another of 150 students in our advanced "Computer Networks" course, and the third including the remaining 3000 students in the CS department. Questionnaires were answered by a representative sample. The findings show that when the use of the Web is voluntary, students do not take full advantage of it, even those who are advanced in their studies and have rich experience in using computers and the Internet. The results, however, do show that the use of the Web increases as students advance in their studies, although even in this case the Web is not used as much as it could be, either as a communication channel or as a study tool. Our findings support the following assumptions: The Web cannot substitute entirely for face-to-face learning, but it can serve as a reasonable alternative when the latter is unavailable. Using the Web to its full pedagogical potential requires a high level of self-study ability; the more distance-based the learning is, the more the Web is used and accepted by the students, and the more it serves them as a communication channel and as a study tool.