Combining Learning and Engagement Strategies in a Software Testing Learning Environment

2022 ◽  
Vol 22 (2) ◽  
pp. 1-25
Author(s):  
Peter J. Clarke ◽  
Debra L. Davis ◽  
Ingrid A. Buckley ◽  
Geoff Potvin ◽  
Mandayam Thirunarayanan ◽  
...  
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Student Learning ◽  
Software Testing ◽  
Traditional Lecture ◽  
Face To Face ◽  
Engagement Strategies ◽  
Testing Class ◽  
Improve Student Learning ◽  
Pedagogical Approaches

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

scholarly journals Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 311-321 ◽  
Author(s):  
Michelle Mynlieff ◽  
Anita L. Manogaran ◽  
Martin St. Maurice ◽  
Thomas J. Eddinger
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Act Scores ◽  
Writing Assignments ◽  
Traditional Lecture ◽  
Calibrated Peer Review ◽  
Written Recall ◽  
Introductory Biology Course ◽  
Retention Of Knowledge ◽  
Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

scholarly journals Student Learning and Use of Tools in an Undergraduate Software Testing Class

2020 ◽  
Author(s):  
Peter Clarke ◽  
Debra Davis ◽  
Raymond Chang Lau ◽  
Tariq King
Keyword(s):  
Student Learning ◽  
Software Testing ◽  
Testing Class

scholarly journals The Effect of Gender and Online Collaborative Learning Strategy to Student Learning Motivation

2012 ◽  
Vol 2 (6) ◽  
pp. 49
Author(s):  
Dwi Sulisworo
Keyword(s):  
Collaborative Learning ◽  
Student Learning ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Learning Performance ◽  
Control Group ◽  
Online Collaborative Learning ◽  
Independent Variable ◽  
Improve Student Learning

The purpose of this paper is to focus on the effectiveness of online collaborative learning especially using the wiki to improve student learning motivation. This paper also seek the possibility gender will affected to the learning motivation in this environment. The article explores for the possibility to design the collaborative learning on the Jig Saw technique framework using wiki. The paper reports the findings from a quantitative research which had two independent variable i.e. gender and learning strategy. The control group was classroom based collaborative learning and the experimental group was online collaborative learning. The dependent variable was student motivation learning which measured by questionnaire. The proposed hypotheses were tested using two way ANOVA that to find the main effect of gender and learning strategy, and the interaction of both variables. The findings of this research is that gender did not give significant effect to student learning motivation. But, learning strategy gave the significant effect to student learning strategy which the online collaborative learning had better effect to the motivation than classroom based collaborative learning.  Both independent variable had slight interaction but statistically not significant. The results presented here will assist researchers, teachers or lecturers, and higher-education administrators to take the beneficial of the wiki to improve student learning motivation that would increase the learning performance as well.

scholarly journals Increasing The Learning Achievement Of Indonesian History, in Indonesia Nation Efforts Facing The Nation Disintegration through The Team Quiz Plus Method Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 13
Author(s):  
Gigieh Roessajanto
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Student Learning ◽  
Action Observation ◽  
Learning Achievement ◽  
Face To Face ◽  
Multi Media ◽  
Student Observation ◽  
Improve Student Learning ◽  
Planning Action

The purpose of this study was to determine the improvement of student learning achievement in learning Indonesian History in the material "The Efforts of the Indonesian Nation to Face National Disintegration through the Team Quiz Plus Method ". This research is a classroom action research in the X Multi Media 3 class of SMKN 12 Surabaya which was conducted in 3 cycles. Cycles 1, 2 and 3 each consist of 2 face-to-face meetings. Each cycle includes the stages of planning, action, observation, and reflection. The technique of collecting data is done by the method of observation and documentation. The instruments of data collection used are: 1) formative test questions; 2) student observation sheet. The results showed that the application of the Team Quiz Plus method proved to be able to improve student learning achievement in Indonesian History subjects in the material "The Efforts of the Indonesian Nation to Face National Disintegration".

scholarly journals Penerapan Metode Collaborative Learning untuk Meningkatkan Pemahaman Siswa pada Materi Al Quran Hadits Siswa Kelas X IPS 2 MA Al Mahrusiyyah

2019 ◽  
Vol 1 (1) ◽  
pp. 31-44
Author(s):  
Nala Rosida ◽  
Moh. Turmudi
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Collaborative Learning ◽  
Student Learning ◽  
Student Understanding ◽  
Educational Success ◽  
Learning Method ◽  
Research Findings ◽  
Future Education ◽  
Improve Student Learning

General assumptions about the problem of education will never be discussed. Therefore, education must always be continuous in following the development of the curriculum in order to be able to anticipate all the problems that will be faced in the present and future. Education will not achieve success if one component does not participate in it. Understanding for students is needed especially in understanding learning materials to help achieve education. Understanding is the matter of authority over something that has not been understood so that it can be understood and practiced. So that student achievement increases and educational success will be achieved. This paper aims to find out learning by using Collaborative Learning methods to improve students' understanding so that student achievement increases. The method used in this study is classroom action research, which is the technique of collecting data with tests, observation and documentation. Research findings: (1) Increasing student understanding using the Collaborative Learning method. (2) High student understanding can improve student learning achievement.  

scholarly journals PENGGUNAAN MEDIA POWERPOINT DALAM PEMBELAJARAN MUSIK TRADISIONAL DI SMP NEGERI 1 BUKITTINGGI

2020 ◽  
Vol 10 (1) ◽  
pp. 326
Author(s):  
Yolla Paramita ◽  
Yensharti Yensharti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Traditional Music ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Observation Data ◽  
Face To Face ◽  
Average Value ◽  
Observation Learning ◽  
Improve Student Learning

This research was conducted at SMP Negeri 1 Bukittinggi. The purpose of this study is to see the improvement of student learning outcomes taught by using Powerpoint Media in Teaching Traditional Music at SMP Negeri 1 Bukittinggi.This research belongs to a Classroom Action Research. It is intended to solve problems in the classroom to improve student learning outcomes. The research used the Kemmis and Taggart model which consists of 2 cycles having 4 stages: planning, implementing, observing, and reflecting. The data were collected quantitatively to see learning outcomes, and were collected qualitatively to provide an overview of students' abilities in learning. Other data were collected through observation, learning achievement tests, and documentation. The research was conducted in 2 meetings consisting of 2 cycles which were conducted face-to-face and online.Based on the results of the study, the average score got in cycle 1 is 73.03%, the score for classical absorption is 73.03%, and the score for mastery of learning is 21.87%. In the second cycle, the average value is 86.16%, classical absorption is 86.15%, and mastery learning is 84.37%. The percentage of student absorption in cycle II has increased by 13.12%. Based on this percentage, it can be seen that students have good success in the learning process using PowerPoint media in learning traditional music. Judging from the scores, students in grade VIII F have met the assessment standards which is 75. PowerPoint media can increase enthusiasm for student learning seen from the observation data and data analysis results in cycle I and cycle II. PowerPoint media can create innovative and creative learning so that learning objectives can be maximally achieved. Keywords: Learning Media, Traditional Music, Powerpoint

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