A Second Experimental Study the Application of a Teaching Plan for the Algorithms Subject in an Undergraduate Course in Computing using Active Methodologies

Garcia, Fabrício Wickey da Silva; Oliveira, Sandro Ronaldo Bezerra; Carvalho, Elielton da Costa

doi:10.15388/infedu.2023.12

Cited by 3 publications

(7 citation statements)

References 19 publications

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“…A study conducted by Da Silva et al [32] presents an implementation of a teaching plan for an algorithms course using active methodologies like virtual learning environments, Coding Dojo, gamification, problem-based learning, flipped classroom, and serious games. These were chosen to teach algorithms to university computer science students and evaluated by experts.…”

Section: Resultsmentioning

confidence: 99%

“…Another active methodology recorded in the studies analyzed is the flipped classroom, supported by the use of ICT with virtual platforms and in works such as those by [32,33,36]; it is used as a complement to problem-based learning. Thus, it is identified that it benefits students' academic performance in terms of improvements in grades and an increase in the number of students passing [33,34,36] and greater effort and participation [34,36].…”

Section: Flipped Classroommentioning

confidence: 99%

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Active Learning Strategies in Computer Science Education: A Systematic Review

Córdova-Esparza,

Romero-González,

Córdova-Esparza

et al. 2024

MTI

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The main purpose of this study is to examine the implementation of active methodologies in the teaching–learning process in computer science. To achieve this objective, a systematic review using the PRISMA method was performed; the search for articles was conducted through the Scopus and Web of Science databases and the scientific search engine Google Scholar. By establishing inclusion and exclusion criteria, 15 research papers were selected addressing the use of various active methodologies which have had a positive impact on students’ learning processes. Among the principal active methodologies highlighted are problem-based learning, flipped classrooms, and gamification. The results of the review show how active methodologies promote significant learning, in addition to fostering more outstanding commitment, participation, and motivation on the students’ part. It was observed that active methodologies contribute to the development of fundamental cognitive and socio-emotional skills for their professional growth.

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Section: Resultsmentioning

confidence: 99%

Section: Flipped Classroommentioning

confidence: 99%

Active Learning Strategies in Computer Science Education: A Systematic Review

Córdova-Esparza,

Romero-González,

Córdova-Esparza

et al. 2024

MTI

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“…When it comes to teaching computing, several studies relate positive results in the application of differentiated methodologies inside classroom [5,7,18].…”

Section: The Use Of Active Methodologies In the Teachingmentioning

confidence: 99%

“…Garcia and Oliveira et al [18] applied a teaching strategy in the teaching of Algorithms, which involved several active methodologies (such as gamification, TBL, PBL, and virtual learning environments, among others) and concluded that there were advances in student learning when compared to traditional teaching methods.…”

Section: The Use Of Active Methodologies In the Teachingmentioning

confidence: 99%

Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students

Aires¹,

Aires²,

Pereira³

et al. 2023

IJIET

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This work registers the initial results of a teaching strategy implemented with students entering the Algorithms discipline with a higher degree in Computing. This discipline offered to first-year students records cases of dropout and evasion. Thus, it is necessary to implement teaching strategies to provide engagement, interest, and motivation with the subjects worked on. The main objective is apply an active methodology problem-based learning in programming teaching. In this work participated 177 students in the years 2019-2 (47), 2020-1/2020-2 (83), and 2021-2 (47), enrolled in the first period of the course. The methodology adopted for the development of this study consisted of: use of questionnaires to measure prior knowledge about computing concepts; group discussion of the answers recorded in the questionnaire; development of an APP for smartphone; use of the PBL (Problem-based learning) methodology as a learning strategy. It is an activity related to the active teaching and learning methodology of problem-based learning that is being developed on the first day of class in groups of up to five students. The strategy consisted of two actions: 1) answering a questionnaire associating everyday computing elements; and 2) even though the programming concepts were not presented, the groups were challenged to develop a smartphone application. Each group received a questionnaire containing 19 questions divided into four blocks. What can be seen from the completion of this work was the enthusiasm, motivation, and engagement of the students, who, even though they were newcomers, organized themselves into groups and researched the necessary strategies to complete the challenge. When measuring the knowledge obtained through the application of a questionnaire relating to the content (with the participation of 62% of students), it was found that 81% of the participants obtained the necessary grade for approval of that content. Following the strategy of an active methodology of learning and teaching that favors the protagonism and autonomy of the student, we concluded that strategy was benefic for to the students, and the teacher acted as a guide in the teaching process, directing what should be researched to find the solution and serving as a tutor in the resolution of the problem presented. Preliminarily, part of this study was presented at the 2nd International Computer Programming Education Conference.

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“…Does he have time to learn how to use it? Although secondary studies have been conducted to examine publications analyzing the adoption of ALMs ( de Andrade et al (2021), Garcia et al (2022), Suarez-Escalona et al (2022), Ahshan (2021)), they have not centered explicitly on identifying suitable methodologies to aid educators in teaching programming at the higher education level, nor have they proposed a collaborative and open repository to support programming instructors. Through an SMS, we can compile the factors that may bolster programming teaching and ascertain which ALMs have been embraced, enabling educators to implement these methodologies in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Calderon,

Silva,

Feitosa

2023

Informatics in Education

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Teaching programming is a complex process requiring learning to develop different skills. To minimize the challenges faced in the classroom, instructors have been adopting active methodologies in teaching computer programming. This article presents a Systematic Mapping Study (SMS) to identify and categorize the types of methodologies that instructors have adopted for teaching programming. We evaluated 3,850 papers published from 2000 to 2022. The results provide an overview and comprehensive view of active learning methodologies employed in teaching programming, technologies, programming languages, and the metrics used to observe student learning in this context. In the results, we identified thirty-seven different ALMs adopted by instructors. We realized that seventeen publications describe teaching approaches that combine more than one ALM, and the most reported methodologies in the studies are Flipped Classroom and Gamification-Based Learning. In addition, we are proposing an educational and collaborative tool called CollabProg, which summarizes the primary active learning methodologies identified in this SMS. CollabProg will assist instructors in selecting appropriate ALMs that align with their pedagogical requirements and teaching programming context.

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A Second Experimental Study the Application of a Teaching Plan for the Algorithms Subject in an Undergraduate Course in Computing using Active Methodologies

Cited by 3 publications

References 19 publications

Active Learning Strategies in Computer Science Education: A Systematic Review

Active Learning Strategies in Computer Science Education: A Systematic Review

Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students

Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

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