Levels of active learning in programming skill acquisition: From lecture to active learning rooms
In this paper, we perform a high-level comparison between different modifications of an entry-level programming course in computer science. The course iterations feature an online tutoring component paired with (i) textbook/traditional lecture/lab, as well as (ii) active learning in a specially desi...
Uloženo v:
| Vydáno v: | 2017 IEEE Frontiers in Education Conference (FIE) s. 1 - 5 |
|---|---|
| Hlavní autoři: | , |
| Médium: | Konferenční příspěvek |
| Jazyk: | angličtina |
| Vydáno: |
IEEE
01.10.2017
|
| Témata: | |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Shrnutí: | In this paper, we perform a high-level comparison between different modifications of an entry-level programming course in computer science. The course iterations feature an online tutoring component paired with (i) textbook/traditional lecture/lab, as well as (ii) active learning in a specially designed active learning room, and (iii) active learning in a computer laboratory, both featuring an online textbook. We find that shifting the course format to active learning alone does not necessarily improve learner performance across all commonly graded course activities and might even result in lower performances in certain categories. Simply replacing traditional classroom settings with a laboratory in which to perform hands-on exercises might not be sufficient, as performance overall declined. Interestingly, we do not notice a very pronounced impact of lower performance and increased failing rates on student attitudes, as measured by student opinion scores. |
|---|---|
| DOI: | 10.1109/FIE.2017.8190525 |