Handwritten slides on a tabletPC in a discrete mathematics course
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Experiences with a tablet PC based lecture presentation system in computer science courses
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Using pen-based computers across the computer science curriculum
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Web-based technologies: reaching their ultimate potential on restricted budgets
SIGUCCS '04 Proceedings of the 32nd annual ACM SIGUCCS conference on User services
Ubiquitous presenter: increasing student access and control in a digital lecturing environment
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Drag and drop streaming: the next revolution in e-learning
Proceedings of the 35th annual ACM SIGUCCS fall conference
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
Proceedings of the 12th international ACM SIGACCESS conference on Computers and accessibility
Development and evaluation of indexed captioned searchable videos for STEM coursework
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Multi-faceted support for MOOC in programming
Proceedings of the 13th annual conference on Information technology education
| Hi-index | 0.00 |
Online learning, defined broadly as recording and delivering classroom experience with technology, has tremendous potential. However, success to date has been very limited in science and engineering. We believe this is because traditional video recording is cumbersome and not suitable for technical lectures and removing live classroom interaction is detrimental to learning. Employing Tablet PCs with slide presentation software has made it simple and convenient to develop and record high quality lectures. We employ such videos in a hybrid model of coursework. All lectures are made available as online videos, but limited classroom interaction is an important component; the classroom is used for review of lecture material, examinations, demonstrations, tutorials, and hands-on sessions. The hybrid framework is particularly suitable for students with logistical difficulties, e.g., because of work schedule. This paper is an evaluation of the hybrid learning approach as applied to upper level computer science coursework. We report our experience in teaching a suite of hybrid courses at the University of Houston and discuss the detailed feedback we received from the students who participated in the courses.