Journal of Advanced Computer Science & Technology, 4 (1) (2015) 37-42 www.sciencepubco.com/index.php/JACST ©Science Publishing Corporation doi: 10.14419/jacst.v4i1.4129 Research Paper An approach to implement interactive teaching in blended learning environments Mohamed Sayed Faculty of Computer Studies, Arab Open University (On Leave from Alexandria University, Faculty of Engineering) E-mail: msayed@aou.edu.kw Copyright © 2015 Mohamed Sayed. This is an open access article distributed under the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Abstract The use of electronic response systems in classrooms can be effective, especially when coupled with a method allowing a question to be broken into manageable interactive questions. This paper develops the use of electronic response systems as a part of leading assessment delivery and data collection solutions in a blended learning environment. The technology that is the subject of this research consists of thirty-button response cards that transmit student responses to a receiver connected to the instructor laptop. The electronic response systems are proven to enhance the effective instructions, increase retentions, engage participants, and immediately assess understanding. Keywords: Blended Active Learning; Classrooms Technology; Computer-Marked Assessment; E-Instructions. 1. Introduction According to Guthrie et al [5], students are mainly active learners. Encouraging active learning has long been considered as one of the main principles for good practice in higher education [2], [9], and [10]. A technology that offers one approach to implement active learning is clickers, or more formally Student Response Systems (SRS). Clickers are response-pads that allow students to select anonymously an answer to multiple-choice, true/false, and yes/no questions displayed by the lecturer. Students’ responses are instantly transmitted to a receiver connected to the classroom computer, and the results are graphically displayed in real-time. Using SRS has much to offer in terms of amending the student learning experience. It is worth mentioning that the term objective questions, practiced to describe multiple choice questions in particular, reflect the fact that the early use of multiple-choice came from a desire to make assessment more objective. However, multiple-choice testing as an educational tool gained in popularity during the 20 th century as researchers became more being aware of the limitations of essays, see [7], [13]. Moreover, several benefits of using student response systems have been reported in technical literature. While most studies agree that SRS improved student in-class engagement; the findings related to the impact of SRS on exam scores were mixed. Two studies [4], [5] reported a significant increase of student participation where student response systems are used, partly because of anonymity, ease of use, and the possibility to see others’ responses. Another study in t he nursing literature [12] showed that students demonstrated positive attitude and a perceived benefit with the use of the SRS. The same study reported little improvement in exam scores. These results were supported by a study in an introductory psychology class ( 1290 n  ) [8], where the findings revealed a small positive effect on the exam scores. On the other hand, in a study with 1221 students in chemistry courses, Hall et al [6] confirmed the improved students’ engagement and increased learning. However, unlike above studies, Hall et al reported a significant improvement in exam scores with respect to previous years. This, i.e. improvement in exam scores, has also been weakly confirmed by Yourstone et al [15] in their study in operations management course. In this study more experienced technique to mathematical and programming questions is applied. This technique enables questions to be broken down into simple multiple-choice, true/false or yes/no questions. A quasi-experimental 2-group comparison with one group using student response system and one group of the same course and same tutor receiving standard teaching will be used. A quasi-experiment is selected since students registering in these groups