Investigating the Use of Active Learning Methodologies in Programming Education: Findings From a Brazilian National Survey

Teaching programming requires instructors to help students develop complex problem-solving and logical reasoning skills. Active Learning Methodologies (ALMs) have the potential to enhance this process, but their adoption in programming education remains limited due to various challenges. This study,...

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Vydáno v:IEEE-RITA Ročník 20; s. 381 - 390
Hlavní autoři: Calderon, Ivanilse, Oran, Ana Carolina, Silva, Williamson, Feitosa, Eduardo
Médium: Journal Article
Jazyk:angličtina
Vydáno: Piscataway IEEE 2025
The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Témata:
Active learning
active learning methodologies
Cognition & reasoning
computer programming
Education
Education programming
Focusing
Learning
Planning
Problem-solving
Programming languages
Programming profession
Reviews
STEM
Surveys
Teachers
Teaching
ISSN:1932-8540, 2374-0132
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Shrnutí:Teaching programming requires instructors to help students develop complex problem-solving and logical reasoning skills. Active Learning Methodologies (ALMs) have the potential to enhance this process, but their adoption in programming education remains limited due to various challenges. This study, from the instructors' perspective, explores the use of ALMs in programming education across Brazil, identifying key barriers, perceived benefits, and strategies for wider adoption through an online survey of programming instructors. The findings reveal a wide range of programming languages, tools, and platforms in use, as well as 11 key motivators and 19 benefits associated with ALM adoption. Results highlight the diversity of teaching practices, the positive impact of ALMs on student engagement and learning outcomes, and the need for institutional support and further research. By identifying the factors that influence ALM adoption, the study provides valuable insights for educators, institutions, and policymakers seeking to enhance programming instruction through more active and effective learning approaches.
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ISSN:1932-8540
2374-0132
DOI:10.1109/RITA.2025.3625548