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- Färnqvist, Tommy, 1976-, et al.
(författare)
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Supporting Active Learning by Introducing an Interactive Teaching Tool in a Data Structures and Algorithms Course
- 2016
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Ingår i: Proceedings of the 47th ACM Technical Symposium on Computer Science Education (SIGCSE 2016). - New York, NY, USA : ACM Publications. - 9781450336857 ; , s. 663-668
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Konferensbidrag (refereegranskat)abstract
- Traditionally, theoretical foundations in data structures and algorithms (DSA) courses have been covered through lectures followed by tutorials, where students practise their understanding on pen-and-paper tasks. In this paper, we present findings from a pilot study on using the interactive e-book OpenDSA as the main material in a DSA course. The goal was to redesign an already existing course by building on active learning and continuous examination through the use of OpenDSA. In addition to presenting the study setting, we describe findings from four data sources: final exam, OpenDSA log data, pre and post questionnaires as well as an observation study. The results indicate that students performed better on the exam than during previous years. Students preferred OpenDSA over traditional textbooks and worked actively with the material, although a large proportion of them put off the work until the due date approaches.
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| 2. |
- Kann, Viggo, 1964-, et al.
(författare)
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Effects of a Program Integrating Course for Students ofComputer Science and Engineering
- 2016
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Ingår i: Proc. 47th ACM Technical Symposium on Computing Science Education. - New York, NY, USA : ACM Digital Library. - 9781450336857 ; , s. 510-515
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Konferensbidrag (refereegranskat)abstract
- Study programs are a central component of the higher education system, in particular for professional education. However, for many education programs, especially in engineering, a large part of the beginner students fail to reach graduation. A reason for this could be lack of program coherence. In order to strengthen the program coherence of the computer science and engineering program at KTH, a program integrating course was introduced in 2010. The course runs at low speed through the first three years of the program. It consists of reflection seminars in small cross-grade groups of students, led by a professor as a mentor. In the seminars the students exercise self-regulated learning abilities, such as metacognitive skills, when reflecting, discussing and acting upon different topics, such as study techniques, procrastination, studying abroad, plagiarism and responsibility, and the professional life after the studies. We have studied and found both perceived and measurable positive effects of the program integrating course. In this paper we describe effects on the students’ study skills, their ability to reflect and interest in exchange studies.
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