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26 2 MULTI-SENSORY COMPUTER SCIENCE EDUCATION
preferences, it has the potential of considering some of the various learning needs
(Irons, Keel, & Bielema, 2002; Beyth-Marom, Saporta, & Caspi, 2005).
Singh and Red (2001) define blended (or blending) learning as a learning pro¬
gramme where more than one delivery mode is being used with the objective of
optimizing the learning outcome and the cost of programme delivery. According
to Procter (2003), blended learning is the effective combination of different
modes of delivery, models of teaching, and styles of learning. Valiathan (2002)
describes blended learning as an optimal mixture of face-to-face classrooms,
live e-learning, and self-paced learning. Other researchers define this learning
method as the effective integration of various learning techniques, technologies,
and delivery modalities to meet specific communication, knowledge sharing,
and information needs (Finn & Bucceri, 2004). According to the definitions,
optimal hybrid/blended teaching-learning strategies have to take into account
the principles of multi-sensory learning. Multi-sensory approaches promote
variegation regarding the learning styles, teaching-learning methods, etc. Multi¬
sensory elements can facilitate careful design in hybrid courses and contribute
to the effective combination, effective integration, and optimal mixture with
respect to the blended learning.
2.4 Multimedia and multi-sensory learning
at all levels
Daily life (in natural environments) exposes our brain to constant multi-sen¬
sory stimulation. As detailed above, recent research (Shams & Seitz, 2008) has
demonstrated that the human brain learns and operates optimally in environ¬
ments in which information is integrated across multiple sensory modalities.
Since multi-sensory training protocols are closer to natural settings than the
unisensory ones, they produce more effective learning. Young children, like
some little scientists study their immediate surroundings in a very interactive
way using all their senses. Interestingly, in line with current research results, a
dominant current tendency in education is to simulate, even in academic en¬
vironments (often making use of sophisticated technologies), children’s way of
learning: deep multi-sensory learning by doing (West, 1994).
Research in multimedia educational techniques goes hand in hand with the
perceptual research of multi-sensory facilitation. Research in cognitive theory
of multimedia learning (Harp & Mayer, 1998) adds further evidence to the con¬
clusion that the mechanisms of multi-sensory facilitation can have important
benefits in pedagogy (Shams & Seitz, 2008). Multimedia teaching-learning tools
are changing the way students from all levels are taught in more and more educa¬
tional institutes. New applications are daily integrated in the syllabus of almost