Blended learning for teaching operating systems with windows

Since the release of Windows teaching materials, many experience reports have been published on OS course offerings adopting Windows kernel for course projects. Such projects, inherently requiring active learning, are reported to have both positive and negative correlations for student learning performance and responses. In this paper, we study how to maximize the traditional benefits of active learning, such as promoting student motivation, while minimizing the negatives, such as students feeling lost and overwhelmed. More specifically, we propose to blend active learning projects with closed problem sets and report student responses and learning performances.