A Case Study of Post-Workshop Use of Simple Active Learning in an Introductory Computing Sequence

作者：Clark Renee M^*; Dickerson Samuel J

来源：IEEE Transactions on Education, 2018, 61(3): 167-176.

DOI：10.1109/TE.2018.2808274

• Active learning
• adoption
• computer engineering
• electrical engineering
• minute paper
• pair programming
• post-workshop
• think-pair-share

Background: Active learning (AL) requires students to do more than just listen and take notes. AL is important because of its positive impact on learning, and should be used to some degree in STEM courses. Fortunately, AL can be incorporated into a course in numerous ways, from the simple to the complex. Simple approaches, such as think-pair-share (TPS), often require little or no preparation.
Intended Outcomes: The instructor intended to enhance his teaching approach and associated learning outcomes using simple techniques after attending an AL workshop. This case study contributes to the literature on post-workshop adoption of AL, as recently called for.
Application Design: The repeated use of simple AL (i.e., TPS, minute paper, and pair programming) was implemented in a digital logic and computer organization/assembly language course sequence. Both courses had previously been taught by the same instructor using lecture only. Exam results in the active semester were compared to previous results, using GPA as a control variable.
Findings: Significantly higher exam scores were obtained during the active semester in both courses. The techniques were indirectly assessed by content analysis of student interviews with a research-supported coding scheme; the great majority of students perceived the techniques as helpful to learning, with most citing the ability to converse and work with their classmates to solve problems. The instructor's main observation from his inaugural use of these techniques is that they led to overall gains, and required little or no preparation.

• 出版日期2018-8