Name
Abstract | ||
|---|---|---|
Educational literature contains extensive descriptions and analysis of active and collaborative learning techniques. For example, experiments in mathematics date back to at least the 1980s. Physicists have been particularly active in developing courses that promote active learning and integrate laboratory activities with lectures. In the mid 1990s, Hake collected data on 6542 students in 62 introductory physics courses to conclude that lecture-based courses yield only meager learning of physics concepts, while courses utilizing "interactive engagement" are substantially better in promoting student learning of concepts. Further, extensive studies have shown that active and collaborative learning techniques improve skill development, decrease failure rates, encourage success and interest among women and under-represented groups, and promote higher-order thinking skills. In computer science, much discussion at SIGCSE conferences and other forums has focused upon active and collaborative learning. For the most part, however, faculty have focused on small-scale activities within classes, such as small-group exercises, kinesthetic learning activities, hands-on activities, and student-faculty dialog. Further, while many courses contain a component involving active learning, these courses often continue with extensive use of lecture. In many cases, it seems that active and collaborative activities are not trusted to promote learning, so lectures continue. The pedagogy described in this paper utilizes a lab-based style emphasizing collaboration. In its "pure" form, developed and refined by the author in several courses since Fall 1992, students work in pairs within introductory-level computing courses to complete about 45 laboratory exercises in a course that meets for 56 sessions in a semester. In this format, the instructor lectures about 4 hours per month --- often in 5--15 minute segments. In an "alternative" format, students complete about 35 laboratory exercises, some of which extend over two class periods. In comparing this approach with a traditional format that utilizes lectures and separate lab sections, the lab-based approach covers more material, student performance on tests is improved, students are highly motivated and consistently prepared for class, students are engaged in the material, and retention rates are very high. |
Year | Venue | Keywords |
|---|---|---|
2011 | CSERC | traditional format,meager learning,lab-based approach,laboratory activity,active learning,extensive study,collaborative activity,class period,extensive use,introductory computing,extensive description,collaborative learning |
Field | DocType | Citations |
Dialog box,Kinesthetic learning,Experiential learning,Active learning,Collaborative learning,Computer science,Pedagogy,Student learning | Conference | 5 |
PageRank | References | Authors |
0.69 | 10 | 1 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Henry M. Walker | 1 | 179 | 64.67 |