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Building Bridges Instead of Putting Up Walls: An Educational Tool to Facilitate Instructors in Adopting active learning methodologies for Teaching Programming

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IEEE ACCESS 2025年 13卷 66907-66930页

作者： Calderon, Ivanilse Silva, Williamson Feitosa, Eduardo Fed Univ Amazonas UFAM Inst Comp BR-69067005 Manaus Brazil Fed Univ Pampa UNIPAMPA Software Engn Dept PPGES BR-96460000 Alegrete Brazil

Teaching programming is a challenging task, as it requires instructors to guide students in developing complex skills such as real-world abstraction, problem-solving, and logical reasoning. However, the traditional teaching approach is often ineffective in achieving these objectives. Evidence suggests that active learning methodologies (ALMs) can provide a more conducive environment for skill and competency development. Nonetheless, instructors' adoption rate of ALMs remains relatively low due to various barriers and factors, particularly in programming education. To assist instructors in facing this challenge, we present in this article CollabProg, an open collaborative repository designed to support instructors in identifying and selecting the appropriate ALMs for their teaching context and specific classroom needs. Additionally, CollabProg provides a set of practical guidelines, offering a step-by-step guide to assist instructors in adopting ALMs. We adopted the Design Science Research Methodology (DSRM) to systematically address the research problem and guide the development, evaluation, and evolution of CollabProg. Furthermore, we present two case studies to evaluate the acceptance and feasibility of using CollabProg from the perspective of instructors at different educational institutions in Brazil. The evidence demonstrates that CollabProg effectively supports instructors in adopting active learning methodologies while identifying limitations and opportunities for improvement. We also found that CollabProg helped instructors identify and choose suitable ALMs for their teaching context to meet their specific classroom needs. The guidelines provided by the repository were useful and highly practical for lesson planning in adopting ALMs. The adoption of CollabProg underscores the need for effective strategies to support instructors in teaching programming and motivating students to learn. These strategies are particularly important in collaborative learning cont

关键词： Education Programming profession active learning Cognition Logic Guidelines Face recognition Creativity Syntactics Solids Teaching programming active learning methodologies computer programming educational tools CollabProg

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active learning methodologies and Industry 4.0 skills development - A Systematic Review of the Literature 15

Active Learning Methodologies and Industry 4.0 skills develo...

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XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO)

作者： Luiz Maciel Santana, Andre Lopes, Roseli de Deus Univ Sao Paulo Elect Engn Dept Interdisciplinary Ctr Interact Technol CITI Sao Paulo SP Brazil Univ Anhembi Morumbi UAM Escola Engn Arquitetura & Tecnol Ciencia Computacao Sao Paulo SP Brazil

ISBN: (纸本)9781728192680

This paper presents the main results of a systematic review of the literature investigating active learning methodologies for teaching the skills required from engineers by Industry 4.0. The products include non-technical skills covered in research in the area and the relationship of the technical knowledge explored in each paper with the pillars of Industry 4.0. Also included are the most frequently methodologies related to this theme and teaching methodologies that complement engineering skills development with the Project-Based Teaching (PBL) approach. A formal protocol was used, applied using manuals and search filters. Exclusion criteria were involved, rejecting all papers associated with at least one exclusion criterion defined in the protocol. After applying the search string, 2513 papers were collected, of which only 18 were allowed without restrictions due to the exclusion requirements. This research allowed us to answer the following research questions: Which active learning methodologies are often used in conjunction with Project-Based Approaches (PBL) to improve the engineering profile in Industry 4.0? What skills are these students developing? How are performance assessments carried out during and after applying these methodologies? What is the relationship between classroom strategies and real-world problem-solving? The main results indicate that most of the mapped works are almost as naturally as the skills associated with computer simulation. However, few studies have explored more than two pillars of Industry 4.0 during classroom activities. Among the non-technical skills, such as those most often cited in teamwork, were communication (written and oral), learning autonomy, and time management. It was also possible to identify three main groups of approaches focused on solving real-world problems. The first group focused on solving real-world problems to improve technical skills (required by the industry or university). The second one focused on solv

关键词： active learning methodologies Industry 4.0 Systematic Review Real-World Problem-Based learning

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Analysis of Introducing active learning methodologies in a Basic Computer Architecture Course

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IEEE TRANSACTIONS ON EDUCATION 2015年第2期58卷 110-116页

作者： Arbelaitz, Olatz Martin, Jose I. Muguerza, Javier Univ Basque Country UPV EHU Dept Comp Architecture & Technol Donostia San Sebastian 20018 Spain

This paper presents an analysis of introducing active methodologies in the Computer Architecture course taught in the second year of the Computer Engineering Bachelor's degree program at the University of the Basque Country (UPV/EHU), Spain. The paper reports the experience from three academic years, 2011-2012, 2012-2013, and 2013-2014, in which three types of data were considered for analysis: students' dedication, as measured by time spent on the project, their marks, and their level of satisfaction. The study shows that about 86% of students are satisfied with the teaching methodology and are willing to continue using it in future courses. The study also shows that the active methodologies used contribute to the students' cross-curricular training and do not generate any great increase in student workload. Finally, a statistical analysis of the evolution of student performance showed that marks improved to a statistically significant extent after introducing active methodologies.

关键词： active learning methodologies collaborative learning continuous assessment cross-curricular competencies project-based learning (PBL)

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Two different experiments on teaching how to program with active learning methodologies: a critical analysis 15

Two different experiments on teaching how to program with ac...

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15th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Sobral, Sonia Rolland Univ Portucalense REMIT Porto Portugal

ISBN: (纸本)9789895465903

To combat the difficulty that many students must learn how to program, the failure in introductory programming courses and the traditional high dropout rate, teachers have to use strategies that motivate and improve students' skills. active methodologies and student-centered instruction can be a solution to get students interested on the subject, preparing assignments while learning in the classroom. This article reports on two very different experiences in two academic years. In the first year, agile SCRUM methodology, groups of five students, three interactions and a final project were used. In the second year, the Project based learning was used with groups of three students for two different products, changing the composition of the groups. In both cases, peer classification was used. The results show that in the first case there is an increase in the approval rate, while in the second case there is an increase in the dropout rate. In this article we make a critical analysis of the results, analyzing what can be beneficial in one experiment and in the other in order to find an ideal model for using active methodologies to teach freshman computer science students how to program.

关键词： Project Based learning SCRUM Introduction to programming Motivation active learning methodologies Peer assessment

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Enhancing clinical nutrition education for healthcare professionals: Engagement through active learning methodologies

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Clinical Nutrition Open Science 2023年 52卷 49-57页

作者： Mancin, Stefano Reggiani, Francesco Calatroni, Marta Morenghi, Emanuela Andreoli, Desirèe Mazzoleni, Beatrice Department of Biomedicine and Prevention University of Rome “Tor Vergata Rome Italy IRCCS Humanitas Research Hospital Rozzano Milan Italy Department of Biomedical Sciences Humanitas University Pieve Emanuele Milan Italy Azienda Ospedaliera Santa Maria della Misericordia Perugia Italy

Background/Objective: Within the healthcare landscape, clinical nutrition is pivotal. However, knowledge gaps in nutritional expertise remain among professionals. This study assesses the efficacy of active teaching methodologies among Master's students. Material and Methods: A pre-post observational evaluation encompassed 28 students (average age: 34.0±6.4;female=89.29%;degree grade: 102.1/110 ±6.4;prior nutrition course: 17.86%) enrolled in the Master of Science (MSc) in Nursing and Midwifery. They underwent a clinical nutrition course designed around active teaching paradigms. Their nutritional acumen was assessed using a validated Italian questionnaire, bifurcated into basic nutritional and clinical nutritional knowledge. Results: Data revealed a discernible enhancement in nutrition scores across all evaluated domains post-training. The average pre-course score was 20.25±2.68, surging to 16.75±1.85 post-course (P<0.001). Diving into specific questionnaire segments, the cohort exhibited relatively weaker understanding in basic nutrition (correct response rate: 71.8 ± 21.4) in contrast to clinical nutrition, where they scored 86.4 ± 23.2. Conclusions: active teaching methodologies, as evidenced by this study, substantially bolster the clinical nutrition proficiency of students in the MSc Nursing and Midwifery program, underscoring the pivotal role of innovative education techniques in contemporary healthcare training. © 2023 The Author(s)

关键词： active learning methodologies Clinical nutrition Healthcare professionals Interdisciplinary care

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Pedagogical innovation in higher education and active learning methodologies - a case study

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EDUCATION AND TRAINING 2021年第2期63卷 195-213页

作者： Carvalho, Andreia Teixeira, Sergio Jesus Olim, Leonilde de Campanella, Sancha Costa, Teresa ISAL Funchal Portugal ISAL Management & Econ Funchal Portugal UMa Funchal Portugal

Purpose The aim of this study is to obtain a broader knowledge of innovative pedagogical practices in higher education, by analysing the particular case of the Higher Institute of Administration and Languages (ISAL). The literature review reveals a gap in this scientific field, and filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling. Design/methodology/approach This research adopts a qualitative methodological approach, in order to analyse the students and teachers' perceptions of the active learning methodologies implemented at ISAL. Data were collected from a closed-ended questionnaire, aimed at a population composed of students and teachers. Findings The literature review reveals a gap in this scientific field, particularly in Portugal. Filling this gap is as imperative as the need to articulate higher education with the Students' Profile by the End of Compulsory Schooling. Practical implications With the adoption of this methodological approach, this research intends to verify not only whether the innovative pedagogical practices addressed in the literature review are implemented in this institution, but also to identify obstacles to their implementation. With regard to the results, several pedagogical innovation practices are already implemented, even though some limitations to their implementation are identified. Originality/value This research allows identifying indicators that are essential to outline an intervention plan in the pedagogical practices implemented at ISAL or other higher education institutions and contributes to assessing the current state of pedagogical practices in higher education.

关键词： Knowledge Pedagogical innovation Higher education Tourism Flexibility active learning methodologies

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Flipped classroom goes sideways: reflections on active learning methodologies

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REGE-REVISTA DE GESTAO 2023年第2期30卷 207-220页

作者： Leao, Pablo Coelho, Caio Campana, Carla Viotto, Marina Henriques Fundacao Getulio Vargas Escola Econ Sao Paulo Dept Management Sao Paulo Brazil Fundacao Getulio Vargas Escola Econ Sao Paulo Dept Mkt Sao Paulo Brazil

Purpose - The present study aims to investigate an unsuccessful implementation of an active learning methodology. active learning methods have emerged in order to improve learning processes and increase students' roles in the classroom. Most studies on the subject focus on developing learning strategies based on successful implementations of such methods. Nevertheless, critical reflections on unsuccessful cases might also provide material for developing further contributions to this literature. Design/methodology/approach - The authors conducted an intrinsic case study of an unsuccessful application of the flipped classroom method to an undergraduate basic statistics course at a Brazilian business school. The data collected comprised the course's syllabus, evaluation forms and two rounds of interviews with students and the professor. Findings - The findings indicate that, apart from that which had been mapped by past literature, three additional aspects may limit the chances of successfully implementing a flipped classroom methodology: students' educational backgrounds, the course's structural issues and methodological and relational issues. Originality/value - The present study contributes to the literature on active learning methodologies mainly by mapping additional aspects that should be considered in the implementation of the flipped classroom methodology. Additionally, the authors investigate an unsuccessful case of such an implementation, an investigation that is still scant within this literature.

关键词： active learning methodologies Flipped classroom Management education learning

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Pre-service teachers' perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第3期29卷 3365-3387页

作者： Candel, Elena Carrion de-la-Pena, Cristina Yuste, Beatriz Chaves Univ Int La Rioja UNIR C Garcia Martin 21 Pozuelo De Alarcon 28224 Madrid Spain Univ Complutense Madrid Fac Filol Plaza Menendez Pelayo S-N Despacho 304-2 Madrid 28040 Spain

The scientific literature reveals the impact of applying game-based videos and gamification on undergraduates' learning. This work proposes, within an online context, using these educational strategies to make students the active protagonists of their learning. Therefore, this paper aims to analyze the students' perception of the effectiveness of the application of game-based videos (within a flipped classroom framework) and gamification to improve knowledge and competencies. The study was conducted for four months with pre-service teachers (n = 190) in an online Social Sciences course. The students were provided with the lesson plan and filled in an ad hoc questionnaire using a quasi-experimental design in an ecological environment. The results indicate a positive impact in all the assessed aspects after implementing the innovative experience. Utilizing a different teaching style, one with the student as the protagonist of the learning process plus the improvement of learning shows significantly positive educational results. These preliminary findings enhance the development of pre-service teacher training and a student-centered teaching-learning process. Consequently, guidelines are provided to advance innovative educational experiences in online higher education.

关键词： Gamification Flipped Classroom ICT Game-based Videos Higher Education Pre-service Teachers active learning methodologies

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Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

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INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION 2022年第3期23卷 703-727页

作者： Martinez Casanovas, Matilde Ruiz-Munzon, Noemi Buil-Fabrega, Marian Pompeu Fabra Univ Tecnocampus Sch Business & Social Sci Creat & Innovat Mataro Spain Pompeu Fabra Univ Tecnocampus Sch Business & Social Sci Math & Stat Mataro Spain Pompeu Fabra Univ Tecnocampus Sch Business & Social Sci Sustainable Business Models Mataro Spain

Purpose The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education. Design/methodology/approach Cluster analysis is used to define 252 students' skills patterns and their perception of the different active learning methodologies conducted in class to promote SD. Findings The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD. Research limitations/implications The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants. Practical implications The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development. Social implications These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals. Originality/value This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

关键词： Cluster analysis Teaching methods active learning methodologies Competences for sustainable development Education for sustainable development

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Augmented Reality Approach for Knowledge Visualization and Production (ARAKVP) in Educational and Academic Management System for Courses Based on active learning methodologies (EAMS-CBALM)

Augmented Reality Approach for Knowledge Visualization and P...

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13th International Conference on Information Technology - New Generations (ITNG)

作者： Santos, Helen de Freitas de Souza, Wanderley Lopes do Prado, Antonio Francisco dos Santos Forghieri Pereira, Sissi Marilia Fed Inst Educ Sci & Technol Sao Paulo Dept Comp Campus Birigui Birigui SP Brazil Univ Fed Sao Carlos Dept Comp Sci Sao Carlos SP Brazil Univ Fed Sao Carlos Dept Med Sao Carlos SP Brazil

ISBN: (纸本)9783319324678;9783319324661

The education has configured itself by the transfer of teacher's knowledge to the student, without the proper criticism or reflection by the student. Thereby, the main objective of the education, the student's learning, is not being achieved and it has taken people to a constant questioning of this traditional education and giving space to the active learning methodologies (ALM). Such methodologies use the questioning as the strategy of the learning, where the student builds his own knowledge, by problems that given to him, making this student a being reflexive and critical. In recent decades Information and Communication Technologies (ICT) are used more and more on education, being even more useful when in ALM environment. In this sense, the objective of this paper is to present an Augmented Reality Approach for Knowledge Visualization and Production (ARAKVP) in Educational and Academic Management System for Courses based on active learning methodologies (EAMS-CBALM).

关键词： Augmented Reality active learning methodologies learning Environment Augmented Reality Approach

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