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Reimagining Computer Science Education in Remote, Hybrid, and Flipped Classrooms for Future-Ready Learners
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Author(s): Kamlesh Kumar Gautam (SDGI Global University, India), Tarun Kumar Vashishth (Department of Computer Applications, Vidya University, Meerut, India), Shashiraj Teotia (Swami Vivekanand Subharti University, India), Vikas Sharma (Department of Computer Applications, SRM Institute of Science and Technology, Ghaziabad, India), Jyotsana Khera (IIMT University, India), Anand Kumar (SRM Institute of Science and Technology, India)and Shahanawaj Ahamad (University of Hail, Saudi Arabia)
Copyright: 2026
Pages: 30
Source title:
Pedagogical Innovations in Computer Science Education
Source Author(s)/Editor(s): Manuel B. Garcia (FEU Institute of Technology, Philippines)
DOI: 10.4018/979-8-3373-6546-6.ch013
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Abstract
Advances in Learning Technology are promoting education in Computer Science from models of education utilizing predominantly lectures as forms of education, to innovations in pedagogy and into emerging models of student centered pedagogies. Distance and hybrid education in knowledge delivery and the concepts of the flipped learning environment are changing the learning output in Computer Science, providing more flexible, accessible, and participatory models of education which are synchronous with the evolving demands of the society for skills formation. Challenges to the pedagogical basis, strengths, and weaknesses of these forms of education and how they cope with problem solving and interdisciplinary learning are discussed in the light of the canons of equitable access to education. It examines how distance delivery is increasing access to greater diversity of learner, how hybrid models can help provide a degree of collaborative learning while also affording flexibility, and how flipped learning can enhance levels of active learning and levels of cognitive comprehension.
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