| _version_ | 1866902073753206784 |
|---|---|
| author | S. Visaali |
| author_facet | S. Visaali |
| contents | <p><strong><span lang="EN-US">Abstract:</span></strong></p> <p><span lang="EN-US">In this study, the relative efficacy of entirely remote and blended learning in computer science education is investigated. Higher education institutions have embraced blended (hybrid) models, which combine in-person instruction with online platforms, as well as fully remote learning environments supported by Zoom, Google Classroom, and Microsoft Teams, in response to the swift digital change of higher education. The choice of instructional method has a major impact on student engagement, skill development, and academic achievement in computer science programs, where lab sessions, collaborative projects, and programming practice are crucial.The study uses survey data gathered from undergraduate computer science students in an analytical and descriptive research style. To assess how the two models differ in terms of learning results, satisfaction levels, and communication efficacy, statistical approaches including percentage analysis, mean score comparison, standard deviation, and independent sample t-tests are suggested.According to preliminary results, entirely remote learning gives flexibility, accessibility, and enhanced digital collaboration abilities, but hybrid learning delivers better practical exposure, peer interaction, and rapid teacher feedback. However, in completely remote settings, problems like poor internet connectivity, less in-person monitoring, and communication breakdowns are more noticeable. The study comes to the conclusion that by fusing the advantages of both traditional and digital learning settings, a well-designed hybrid model might provide a well-rounded approach to computer science education.</span></p> <p><span lang="EN-US"> </span></p> <p><strong><span lang="EN-US">Keywords</span></strong><span lang="EN-US">: </span><span lang="EN-US">Blended learning, online learning, computer science education, student engagement, academic performance, educational technology, and hybrid learning</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19117686 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Hybrid Learning Vs Fully Remote Learning S. Visaali <p><strong><span lang="EN-US">Abstract:</span></strong></p> <p><span lang="EN-US">In this study, the relative efficacy of entirely remote and blended learning in computer science education is investigated. Higher education institutions have embraced blended (hybrid) models, which combine in-person instruction with online platforms, as well as fully remote learning environments supported by Zoom, Google Classroom, and Microsoft Teams, in response to the swift digital change of higher education. The choice of instructional method has a major impact on student engagement, skill development, and academic achievement in computer science programs, where lab sessions, collaborative projects, and programming practice are crucial.The study uses survey data gathered from undergraduate computer science students in an analytical and descriptive research style. To assess how the two models differ in terms of learning results, satisfaction levels, and communication efficacy, statistical approaches including percentage analysis, mean score comparison, standard deviation, and independent sample t-tests are suggested.According to preliminary results, entirely remote learning gives flexibility, accessibility, and enhanced digital collaboration abilities, but hybrid learning delivers better practical exposure, peer interaction, and rapid teacher feedback. However, in completely remote settings, problems like poor internet connectivity, less in-person monitoring, and communication breakdowns are more noticeable. The study comes to the conclusion that by fusing the advantages of both traditional and digital learning settings, a well-designed hybrid model might provide a well-rounded approach to computer science education.</span></p> <p><span lang="EN-US"> </span></p> <p><strong><span lang="EN-US">Keywords</span></strong><span lang="EN-US">: </span><span lang="EN-US">Blended learning, online learning, computer science education, student engagement, academic performance, educational technology, and hybrid learning</span></p> |
| title | Hybrid Learning Vs Fully Remote Learning |
| url | https://doi.org/10.5281/zenodo.19117686 |