Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles

Nineteenth Australasian Computing Education Conference
Geelong, Australia 31 Jan - 3 Feb 2017

http://infotech.scu.edu.au/~ACE2017/program.html

Transcript

1. s.krusche@tum.de - www.skrusche.de - @skrusche ACE 2017 Conference Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge (February 1, 2017) Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles
2. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles 2 Stephan Krusche Jürgen Börstler Bernd Bruegge Andreas Seitz Chair for Applied Software Engineering Technical University of Munich
3. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Traditional courses with large classes 3 Educator Lecture Exercise Student Delay (week)
4. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles 4 Lecture Educator Exercise Student Computer based and experiential learning Delay (day)
5. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Interactive learning 5 delay (min) Delay (min) Educator Theory Student Exercise Interactive class ➡ Multiple iterations in one class
6. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Interactive learning 6 Exercise Example Solution Learner Reflection Theory “Tell me and I will forget. Show me and I will remember. Involve me and I will understand. Step back and I will act.” — Chinese Proverb Immediate feedback Definition: Educators teach and exercise small chunks of content in short cycles. 
 They provide immediate feedback so that learners can reflect on the content and increase their knowledge incrementally.
7. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Exercises Individual exercises • E1 Quizzes with multiple choice questions • E2 Tutorials with step by step instructions • E3 Coding challenges to solve programming assignments • E4 Modeling exercises Team exercises • E5 Project work (including communication and collaboration aspects) ➡ (Semi-) automatic correction reduces the effort of the instructor 7
8. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Example E1: quiz with drag and drop exercise 8
9. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Example E2: tutorials with step by step instructions 9
10. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Example E3: coding challenge 10
11. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Example E4: project work 11
12. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Hypotheses • H1 Participation: Interactive learning increases the participation of students in classes. • H2 Improved Learning: Interactive learning leads to an improved learning experience for students. • H3 Scalability: Interactive learning is scalable to large classes with 300 students. 12
13. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Case studies 13 1) SE II: Project Organization and Management (POM) • April - July 2015 • 294 students • Computer science master • Information system bachelor • Exercises • E1: Quizzes • E2: Tutorials • E5: Project work 2) Patterns in Software Engineering (PSE) • October 2015 - February 2016 • 324 students • Computer science master • Exercises • E3: Coding challenge • E4: Modeling exercise
14. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Evaluation 1) Qualitative evaluation with an online survey in POM • July 2015 (directly after the course) • Goal: Find out if students improved their skills and if they are confident 
 to apply the learned concepts in future projects • Response rate: 223 out of 294 (76%) 2) Quantitative evaluations in POM and PSE • Goal: Measure the correlation between exercise participation and final exam grade 
 using a χ2 test 14
15. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Finding 1: students perceive to improve their skills 15 0% 20% 40% 60% 80% 100% In the exercises, I was able to improve 
 my skills in agile methods I am confident to apply agile 
 methods in my next team project 2.6% 3.1% 9.3% 11.9% 88.1% 85.1% Agree Neutral Disagree ➡ Similar results for other taught topics
16. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles 16 0 70 140 210 280 350 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 63 71 62 44 87 109 123 222 104 199 103 149 192 125 199 Participants per class (POM 2014) Total participants: 345 58% 36% 56% 43% 30% 58% 30% 64% 36% 32% 25% 13% 18% 21% 18% 0 50 100 150 200 250 300 2 3 4 5 6 7 9 10 11 12 13 112 128 143 160 149 183 180 191 196 173 154 Participants per class (POM 2015) Total participants: 294 52% 59% 67% 65% 61% 62% 51% 54% 49% 44% 38% Finding 2: higher participation 2014 2015
17. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Finding 3: correlation between participation and grade 17 1.5 2 2.5 3 3.5 4 2.0 2.1 2.3 2.5 3.1 2.4 2.5 2.9 3.6 3.9 GPA in POM GPA in PSE Exercise participation 20 % 40 % 60 % 80 % 100 % 0 % POM: χ2 = 82.53 (p < 0.0001) PSE: χ2 = 48.01 (p < 0.0001) (lower grade = better)
18. Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge: Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles Conclusion about interactive learning • Tighter integration of lectures and exercises leads to interactive classes • Higher participation in classes than in traditional courses • Highly significant correlation between exercise participation and final exam grade • Scalable and applicable to large classes without increasing teaching effort significantly • Future work: • More studies to investigate other influencing variables • Apply interactive learning in online courses (MOOCs) ➡ Want to adopt this approach? Talk to me or send me a mail: s.krusche@tum.de ➡ More information on www.interactive-learning.org 18
19. ACE 2017 Conference Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Bruegge (February 1, 2017) Interactive Learning – Increasing Student Participation through Shorter Exercise Cycles s.krusche@tum.de - www.skrusche.de - @skrusche Thank You!