Blended learning
Case-based hybrid teaching in postgraduate CS
Open access · cc by · source: Europe PMC
In a postgraduate digital image processing course, student-centered case-based online–offline teaching yielded significantly better exam scores than traditional or weakly integrated case approaches.
How this study connects
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Discoveries this paper informs or conflicts with
- Case teaching moved exam scores only once assessment followed the cases
This paper informs this development.
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Case-based hybrid teaching in postgraduate CS
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100 students were randomly selected from each of three years.
we randomly selected 100 students from each year as one group.
What course hosted the study?
Taking the digital image processing course as an example
Key findings
Group B improved only slightly over A. Group C’s student-centered case-based mode strongly raised interest and produced significantly better examination scores than A and B, with assessments mapped to revised Bloom’s taxonomy levels.
Methodology
Researchers compared three yearly cohorts of 100 randomly selected postgraduate CS students each: traditional teaching (A), cases with limited integration/assessment (B), and student-centered case-based teaching with online–offline discussion and case-linked assessment (C).
Limitations
Non-concurrent cohort comparison cannot fully rule out year effects, and results are for one postgraduate image-processing course.
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