WIRE: A Highly Interactive Blended Learning for Engineering Education - Web-Based Engineering Education: Critical Design and Effective Tools - page 149

Chapter 11
WIRE:
A Highly Interactive Blended Learning
for Engineering Education

Yih-Ruey Juang
Jinwen University of Science and Technology, Taiwan

ABStrAct

Much research has shown that the blended learning can effectively enhance the motivation, communication
skills, and learning achievement compared with teaching in a single form. However, a crucial issue in
blended learning is how to integrate each blended format, media and experience into a coherent learn-
ing model, and then to keep interaction between teacher and students either in or outside the classroom.
This study introduces a highly interactive strategy for blended learning that incorporates web-based
and face-to-face learning environments into a semester course through answering the warm-up ques-
tions before class, interactive teaching in class, and review and exercise after class. By the empirical
study in a 'Data Structure' class, most students made progress in learning achievement and gain more
motivation and interaction within the class.

IntroductIon

Barbian 2002; Zenger & Uehlein, 2001). However,
a crucial issue in blended learning is how to inte-
grate each blended format, media and experience
into a coherent learning model, and then to keep
interaction between teacher and students either
in or outside the classroom. Learners will not
busily deal with multiple learning styles and can
absorb the knowledge delivered in a continuous
learning path.
This study presents a blended learning model
that integrates four activities into a continuous and
complete learning experience, which comprises

Blended learning is a learning solution that in-
corporates instructor-led classroom events and
any form of technology enabled instruction used
outside the classroom (Pulichino, 2006). Many
research findings show that the blended learning
can more effectively enhance the motivation,
communication skills, and learning achievement
than the learning in a single form (Troha, 2002;