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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 programme 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. Multisensory 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-sensory stimulation. As detailed above, recent research (Shams & Seitz, 2008) has demonstrated that the human brain learns and operates optimally in environments 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 environments (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 conclusion 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 educational institutes. New applications are daily integrated in the syllabus of almost
