Interactive Learning

Abstract

In large classes, there is typically a clear separation between content delivery in lectures on the one hand and content deepening in practical exercises on the other hand. This temporal and spatial separation has several disadvantages. In particular, it separates students' hearing about a new concept from being able to actually practicing and applying it, which may decrease knowledge retention.To closely integrate lectures and practical exercises, we propose an approach which we call interactive learning: it is based on active, computer based and experiential learning, includes immediate feedback and learning from the reflection on experience. It decreases the time between content delivery and content deepening to a few minutes and allows for flexible and more e cient learning. Shorter exercise cycles allow students to apply and practice multiple concepts per teaching unit directly after they first heard about them.We applied interactive learning in two large software engineering classes with 300 students each and evaluated its use qualitatively and quantitatively. The students' participation increases compared to traditional classes: until the end of the course, around 50 % of the students attend class and participate in exercises. Our evaluations show that students' learning experience and exam grades correlate with the increased participation. While educators need more time to prepare the class and the exercises, they need less time to review exercise submissions. The overall teaching e↵ort for instructors and teaching assistants does not increase.

Plagiarism Detection and its Effect on the Learning Outcomes

“…These courses employ interactive learning, which aims to minimize the temporal gap between theoretical learning and practical application by students [18]- [21].…”

Constructive Alignment in Modern Computing Education: An Open-Source Computer-Based Examination System

“…Introduction to Software Engineering follows an interactive learning approach, employing multiple iterations of theory, examples, exercises, solutions, and reflection [17]. The course utilizes exercises to encourage student participation [18] and promote attendance in the lectures [19]. Throughout the semester, students engage in various types of exercises to prepare for the final exam, including in-class exercises during lectures, group exercises in small ad hoc groups, individual homework exercises, and team exercises over five 2-week sprints.…”