Analysis of Introducing Active Learning Methodologies in a Basic Computer Architecture Course

Autor/inn/en	Arbelaitz, Olatz; José I. Martín; Muguerza, Javier
Titel	Analysis of Introducing Active Learning Methodologies in a Basic Computer Architecture Course
Quelle	In: IEEE Transactions on Education, 58 (2015) 2, S.110-116 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2014.2332448
Schlagwörter	Active Learning; Teaching Methods; Student Attitudes; Computer Science Education; Engineering Education; Academic Achievement; Grades (Scholastic); Interdisciplinary Approach; Statistical Analysis; Achievement Gains; Foreign Countries; College Students; Cooperative Learning; Student Projects; Puzzles; Tests; Student Surveys; Time on Task; Time Management; Spain + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Computer science lessons; Informatikunterricht; Ingenieurausbildung; Schulleistung; Notenspiegel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Statistische Analyse; Achievement gain; Leistungssteigerung; Ausland; Collegestudent; Kooperatives Lernen; Schulprojekt; Legespiel; Examination; Prüfung; Examen; Schülerbefragung; Zeitaufwand; Zeitmanagement; Spanien
Abstract	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. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01