skip to main content
10.1145/3017680.3017699acmconferencesArticle/Chapter ViewAbstractPublication PagessigcseConference Proceedingsconference-collections
research-article
Distinguished Paper

Student Perspectives of Team-Based Learning in a CS Course: Summary of Qualitative Findings

Published:08 March 2017Publication History

ABSTRACT

Team-Based Learning (TBL) is an active learning pedagogy that involves a substantial amount of preparation work by students. While previous work shows that objective measures of student learning outcomes improved after TBL adoption in CS, little work has been done to evaluate the students' perspectives rigorously. In this work, we present the qualitative findings from a larger mixed-methods study of student perspectives. These results suggest that most students find TBL rewarding, although there are some aspects of the pedagogy that can be frustrating and may require alteration for TBL adoption in CS.

References

  1. The Carnegie Classification of Institutions of Higher Education. http://carnegieclassifications.iu.edu/.Google ScholarGoogle Scholar
  2. B. S. Bloom, J. D. Engelhart, E. J. Furst, W. H. Hill, and D. R. Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain. David McKay, New York, 1956.Google ScholarGoogle Scholar
  3. A. Elnagar and M. Ali. A modified team-based learning methodology for effective delivery of an introductory programming course. In Proceedings of the 13th Annual Conference on Information Technology Education (SIGITE), SIGITE '12, pages 177--182, New York, 2012. ACM. Google ScholarGoogle ScholarDigital LibraryDigital Library
  4. H. H. Hu and T. D. Shepherd. Using POGIL to help students learn to program. Transactions on Computing Education (TOCE), 13(3):13:1--13:23, August 2013. Google ScholarGoogle ScholarDigital LibraryDigital Library
  5. M. S. Kirkpatrick and S. Prins. Using the readiness assurance process and metacognition in an operating systems course. In Proceedings of the 20th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), ITiCSE '15, New York, NY, USA, July 2015. ACM. Google ScholarGoogle ScholarDigital LibraryDigital Library
  6. P. Lasserre and C. Szostak. Effects of team-based learning on a cs1 course. In Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), ITiCSE '11, pages 133--137, New York, NY, USA, 2011. ACM. Google ScholarGoogle ScholarDigital LibraryDigital Library
  7. C. B. Lee, S. Garcia, and L. Porter. Can peer instruction be effective in upper-division computer science courses? Transactions on Computing Education (TOCE), 13(3):12:1--12:22, Aug. 2013. Google ScholarGoogle ScholarDigital LibraryDigital Library
  8. R. E. Levine, M. O'Boyle, P. Haidet, D. J. Lynn, M. M. Stone, D. V. Wolf, and F. A. Paniagua. Transforming a clinical clerkship with team learning. Teaching and Learning in Medicine, 16(3):270--275, 2004. Google ScholarGoogle ScholarCross RefCross Ref
  9. I. McMullen, J. Cartledge, R. Levine, and A. Iversen. Team-based learning for psychiatry residents: a mixed methods study. BMC Medical Education, 13(124), 2013. Google ScholarGoogle ScholarCross RefCross Ref
  10. L. K. Michaelsen, A. B. Knight, and L. D. Fink. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing, Sterling, VA, 2002.Google ScholarGoogle Scholar
  11. M. W. Ohland, M. L. Loughry, D. J. Woehr, C. J. Finelli, L. G. Bullard, R. M. Felder, R. A. Layton, H. R. Pomeranz, and D. G. Schmucker. The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11(4):609--630, 2012. Google ScholarGoogle ScholarCross RefCross Ref
  12. Y. A. Rankin, T. Lechner, and B. Gooch. Team-based pedagogy for CS102 using game design. In ACM SIGGRAPH 2007 Educators Program, SIGGRAPH '07, New York, NY, USA, 2007. ACM. Google ScholarGoogle ScholarDigital LibraryDigital Library
  13. M. K. Smith, W. B. Wood, W. K. Adams, C. Wieman, J. K. Knight, N. Guild, and T. T. Su. Why peer discussion improves student performance on in-class concept questions. Science, 323, January 2009. Google ScholarGoogle ScholarCross RefCross Ref

Index Terms

  1. Student Perspectives of Team-Based Learning in a CS Course: Summary of Qualitative Findings

      Recommendations

      Comments

      Login options

      Check if you have access through your login credentials or your institution to get full access on this article.

      Sign in
      • Published in

        cover image ACM Conferences
        SIGCSE '17: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education
        March 2017
        838 pages
        ISBN:9781450346986
        DOI:10.1145/3017680

        Copyright © 2017 ACM

        Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

        Publisher

        Association for Computing Machinery

        New York, NY, United States

        Publication History

        • Published: 8 March 2017

        Permissions

        Request permissions about this article.

        Request Permissions

        Check for updates

        Qualifiers

        • research-article

        Acceptance Rates

        SIGCSE '17 Paper Acceptance Rate105of348submissions,30%Overall Acceptance Rate1,595of4,542submissions,35%

        Upcoming Conference

        SIGCSE Virtual 2024
        SIGCSE Virtual 2024: ACM Virtual Global Computing Education Conference
        November 30 - December 1, 2024
        Virtual Event , USA

      PDF Format

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader