Computing education research course
Last modified: 2012-05-11
Abstract
Computer science education research focuses on the learning and teaching of computer science. The computing education research (CER) course, at Uppsala University, is designed with a student-centric pedagogy (Kember, 2009) that involves active student engagement (Bonwell & Eisen, 1991; Johnson, Smith, & Johnson, 2000) in the classroom and in collaborative team projects. There is significant research evidence that such approaches benefit student performance, attendance, and retention. In this paper, we describe the course design, document the student projects, and share the student evaluations and our own experiences of the course.
The CER course, for master level students, offers a different perspective on research in computer science, since it focuses on how students understand computer science. It offers ways of thinking that are useful for computer scientists who will teach, talk about, or discuss computer science with non-computing scientists. It presents research on the learning theories and teaching pedagogies that underlie computing education. There are no written exams for the course; instead students read, critique, and share reflective assignments on the research undertaken in computer science education. The students actively engage in class discussions, peer reviews, and in a hands-on lab that introduces them to qualitative data analysis.
In keeping with the student-centric approach, collaborative team projects are undertaken in which the students are the researchers. The overall theme of the projects is: “Improving Computer Science Education at Uppsala University”. The projects must specify a research methodology and contain an empirical data collection and analysis component. The teams choose their own topics within the theme. For example, teams have investigated students' experiences and attitudes towards learning and teaching in CS1 courses, distance based projects, cross-cultural groups, social communities, and in open-ended project courses. Teams have also investigated teaching methods such as tutorials before theory and problem solving sessions, and the use of IT in courses. The presentations to the other teams and staff from the Department of Information Technology are modelled from defence of PhD theses in Sweden.
In the course evaluations, the students have noted that the course contributed to the goals of their program by improving their research, presentation, teamwork, and writing skills. They particularly liked the qualitative lab and the project. The students suggested the addition of more practical labs, and the allocation of more time and an early start for the team project.
The CER course, for master level students, offers a different perspective on research in computer science, since it focuses on how students understand computer science. It offers ways of thinking that are useful for computer scientists who will teach, talk about, or discuss computer science with non-computing scientists. It presents research on the learning theories and teaching pedagogies that underlie computing education. There are no written exams for the course; instead students read, critique, and share reflective assignments on the research undertaken in computer science education. The students actively engage in class discussions, peer reviews, and in a hands-on lab that introduces them to qualitative data analysis.
In keeping with the student-centric approach, collaborative team projects are undertaken in which the students are the researchers. The overall theme of the projects is: “Improving Computer Science Education at Uppsala University”. The projects must specify a research methodology and contain an empirical data collection and analysis component. The teams choose their own topics within the theme. For example, teams have investigated students' experiences and attitudes towards learning and teaching in CS1 courses, distance based projects, cross-cultural groups, social communities, and in open-ended project courses. Teams have also investigated teaching methods such as tutorials before theory and problem solving sessions, and the use of IT in courses. The presentations to the other teams and staff from the Department of Information Technology are modelled from defence of PhD theses in Sweden.
In the course evaluations, the students have noted that the course contributed to the goals of their program by improving their research, presentation, teamwork, and writing skills. They particularly liked the qualitative lab and the project. The students suggested the addition of more practical labs, and the allocation of more time and an early start for the team project.
References
Bonwell, C., & Eisen, J. (1991). Active learning: Creating excitement in the classroom. Washington, D.C.: School of Education and Human Development, George Washington University.
Johnson, D., Smith, K., & Johnson, R. (2000). Active learning: Cooperation in the college classroom (2nd ed.). Edina, MN: Interaction Book.
Kember, D. (2009). Promoting student-centred forms of learning across an entire university. Higher Education, 58(1), 1-13.
Johnson, D., Smith, K., & Johnson, R. (2000). Active learning: Cooperation in the college classroom (2nd ed.). Edina, MN: Interaction Book.
Kember, D. (2009). Promoting student-centred forms of learning across an entire university. Higher Education, 58(1), 1-13.