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Authors: Leila Silva 1 and Leonor Barroca 2

Affiliations: 1 Universidade Federal de Sergipe, Brazil ; 2 The Open University, United Kingdom

Keyword(s): Blended Learning, Flipped Classroom, Theoretical Computer Science.

Related Ontology Subjects/Areas/Topics: Blended Learning ; Computer-Supported Education ; Learning/Teaching Methodologies and Assessment

Abstract: Theoretical computer science is a difficult subject in the computer science curriculum. Innovations in teaching and new pedagogic practices have been developing in the last decade but are still far from being widely applied to computer science. We propose that the teaching of more challenging areas of computer science can benefit from opportunities created by a blended approach of face-to-face with online teaching and individual and group activities. We present the design of a Design and Analysis of Algorithms including innovations in pedagogy, as flipped classroom, problem-based lectures and social learning.

CC BY-NC-ND 4.0

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Paper citation in several formats:
Silva, L. and Barroca, L. (2015). Towards a Blended Learning Approach to Teach a Theoretical Computer Science Module. In Proceedings of the 7th International Conference on Computer Supported Education - CSEDU; ISBN 978-989-758-108-3; ISSN 2184-5026, SciTePress, pages 319-324. DOI: 10.5220/0005483103190324

@conference{csedu15,
author={Leila Silva. and Leonor Barroca.},
title={Towards a Blended Learning Approach to Teach a Theoretical Computer Science Module},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - CSEDU},
year={2015},
pages={319-324},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005483103190324},
isbn={978-989-758-108-3},
issn={2184-5026},
}

TY - CONF

JO - Proceedings of the 7th International Conference on Computer Supported Education - CSEDU
TI - Towards a Blended Learning Approach to Teach a Theoretical Computer Science Module
SN - 978-989-758-108-3
IS - 2184-5026
AU - Silva, L.
AU - Barroca, L.
PY - 2015
SP - 319
EP - 324
DO - 10.5220/0005483103190324
PB - SciTePress