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Analysis of institutional authors

Alonso, FernandoCorresponding AuthorManrique, DanielAuthorMartinez, LoicAuthor

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June 9, 2019
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How Blended Learning Reduces Underachievement in Higher Education: An Experience in Teaching Computer Sciences

Publicated to: IEEE TRANSACTIONS ON EDUCATION. 54 (3): 471-478 - 2011-08-01 54(3), DOI: 10.1109/TE.2010.2083665

Authors:

Alonso, F; Manrique, D; Martínez, L; Viñes, JM
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Affiliations

Aulatika SL - Author
Univ Politecn Madrid, Fac Informat, Dept Inteligencia Artificial - Author
Univ Politecn Madrid, Fac Informat, Dept Lenguajes Sistemas Informat & Ingn Software - Author
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Abstract

This paper presents a blended learning approach and a study evaluating instruction in a software engineering-related course unit as part of an undergraduate engineering degree program in computing. In the past, the course unit had a lecture-based format. In view of student underachievement and the high course unit dropout rate, a distance-learning system was deployed, where students were allowed to choose between a distance-learning approach driven by a moderate constructivist instructional model or a blended-learning approach. The results of this experience are presented, with the aim of showing the effectiveness of the teaching/learning system deployed compared to the lecture-based system previously in place. The grades earned by students under the new system, following the distance-learning and blended-learning courses, are compared statistically to the grades attained in earlier years in the traditional face-to-face classroom (lecture-based) learning.
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Keywords

Blended learningComputer science educationConstructivismDesignE-learningEducational technologyInstructional-modelModerate constructivism

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal IEEE TRANSACTIONS ON EDUCATION due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2011, it was in position , thus managing to position itself as a Q1 (Primer Cuartil), in the category Electrical and Electronic Engineering. Notably, the journal is positioned above the 90th percentile.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-24:

  • WoS: 55
  • Scopus: 76
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-24:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 193 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://oa.upm.es/11811/

As a result of the publication of the work in the institutional repository, statistical usage data has been obtained that reflects its impact. In terms of dissemination, we can state that, as of

  • Views: 591
  • Downloads: 897
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Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (ALONSO AMO, FERNANDO) .

the author responsible for correspondence tasks has been ALONSO AMO, FERNANDO.

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Awards linked to the item

This work was supported by Universidad Politecnica de Madrid-2008 Call for Applications for Educational Innovation Grants as part of the deployment of the European Higher Education Area and better quality education for the 2008/2009 academic year.
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