An Active Learning Strategy for Programming Courses

Srinivasan, Seshasai; Centea, Dan

doi:10.1007/978-3-030-11434-3_36

Cited by 12 publications

(8 citation statements)

References 15 publications

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“…Therefore, to teach these courses, various pedagogical options were considered for the virtual learning environment. These include problem-based learning [29,[31][32][33][34][35][36], projectbased learning [37], active learning [38][39][40][41][42][43][44][45], research-based learning [46][47][48], inquiry-based learning [49], problem solving based approach [50], co-operative and small group learning [38,40]. From these, an active learning environment was preferred because it enables students to learn in a hands-on mode.…”

Section: Methodsmentioning

confidence: 99%

“…This could be followed by routine opportunities for the students to interact with their peers in an online environment, helping them understand the essence of the disciplines through various perspectives shared by their peers. In summary, integrating principles and practices of active learning pedagogy as prescribed by several researchers in the literature can boost the quality of education [38][39][40][41][42][43][44][45].…”

Section: Active Learning Pedagogymentioning

confidence: 99%

“…Quick feedback will prevent a wrong concept from taking deep roots in the minds of the students. In other words, it is easier to rectify the concepts in the students' minds as soon as they have learned them instead of trying to mend their incorrect understanding that has been cemented in their minds for a long time [39,41,42].…”

Section: Assessmentsmentioning

confidence: 99%

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A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

2021

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As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.

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Section: Methodsmentioning

confidence: 99%

Section: Active Learning Pedagogymentioning

confidence: 99%

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A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

2021

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“…The first step in this transition was to consider the various pedagogical approaches to adopt the most suitable one for these courses. More precisely, several practices were reviewed, i.e., active learning [1][2][3][4][5][6][7], inquiry-based learning [8,9], co-operative and small group learning [10,11], problem-based learning [12][13][14][15][16][17][18][19], and undergraduate research-based learning [20]. After careful consideration, we determined that an active learning approach rooted in the principles of constructivist theory is best suited for these courses.…”

Section: Introductionmentioning

confidence: 99%

Online Education During a Pandemic – Adaptation and Impact on Student Learning

Muhammad

Srinivasan

2021

Int. J. Eng. Ped.

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Universities and educational institutions worldwide had to abruptly suspend their in-person classes and offer the rest of the term in an online for-mat. This adjustment meant that instructors had to switch their instruction format and redesign their assessment strategies to ensure good quality edu-cation. In this work, we present the methods used in two courses for this transition and the impact on student learning. Specifically, we present data from two courses: second-year engineering mathematics and first-year object-oriented programming. The online instruction was delivered covering all the objectives, and the online assessment environment was designed with all possible safeguards to maintain integrity. Our data from these assessments show that the measures were successful. Further, the data indicate that while the pandemic severely impacted the first-year students, the second-year students did not experience any learning issues in the transition. We also present the lessons learned for future improvement.

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“…A literature review will show numerous pedagogical techniques are available to teach a course, namely, problem based learning [8][9][10], small group and co-operative learning [11,12], active learning [13][14][15][16], undergraduate research-based learning [17][18][19], challenge-based learning [20] and inquiry-based learning [21]. For a programming course, a blended-learning approach that includes a combination of lectures, individual and group activities, self-paced activities, and opportunities to discuss and debate ideas, is an effective pedagogical strategy [22,23].…”

Section: Introductionmentioning

confidence: 99%

Challenge-based and Competency-based Assessments in an Undergraduate Programming Course

Sidhu

Srinivasan

Muhammad

2021

Int. J. Emerg. Technol. Learn.

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In this work, we investigate an optimal assessment strategy to measure student learning in the first-year undergraduate engineering course at X-Department at X University. Specifically, we evaluate and compare challenge-based and competency-based assessment strategies. In the challenge-based approach, the students are required to design a C++-based application that meet the required design objectives. The competency-based assessment involves assessing learning by asking a variety of pointed questions pertaining to a single or a small group of concepts. After studying the performance of 207 students, we found that in the challenge-based assessment, due to the complex nature of the questions that assess numerous concepts simultaneously, students who are not very thorough with even one or two concepts fared very poorly since they were unable to finish the challenge and present a functional prototype of the program. On the other hand, the competency-based assessment allowed for a more balanced approach in which the students’ learning was reflected more accurately by their performance in the various assessments.

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An Active Learning Strategy for Programming Courses

Cited by 12 publications

References 15 publications

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

Online Education During a Pandemic – Adaptation and Impact on Student Learning

Challenge-based and Competency-based Assessments in an Undergraduate Programming Course

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