Combining cooperative learning and peer instruction in introductory computer science
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
The impact of pair programming on student performance, perception and persistence
Proceedings of the 25th International Conference on Software Engineering
Towards increasing the compatibility of student pair programmers
Proceedings of the 27th international conference on Software engineering
Examining the Compatibility of Student Pair Programmers
AGILE '06 Proceedings of the conference on AGILE 2006
ICSE '07 Proceedings of the 29th international conference on Software Engineering
Utilization of active and cooperative learning in EE courses: three classes and the results
FIE '95 Proceedings of the Frontiers in Education Conference, on 1995. Proceedings., 1995 - Volume 02
IEEE Transactions on Education
Hi-index | 0.00 |
The successful use of active learning practices in a medium-to-large sized (25 - 50 students) graduate engineering statistics course has its challenges as well as opportunities. Students expect that lecture would be the dominant pedagogy, so introducing team-based activities violates their assumptions about the structure of the course. Experience in teaching graduate-level courses in statistics, validated by survey responses and observation, leads us to conclude that the majority of students, regardless of their undergraduate group learning experiences, tend to prefer to work alone or in small groups with acquaintances; the main exception is a preference for working in groups on large-scale projects. Student attitudes seem to be primarily context-dependent, and we find the main factors affecting how a particular activity is received are the scope and grade-importance of the assignment; team size relative to the amount of effort required; and team composition.