Combining Learning and Engagement Strategies in a Software Testing Learning Environment

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.

Considerations associated with synchronous and asynchronous video use in online learning

Purpose A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused. Design/methodology/approach This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time. Findings The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront. Originality/value This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Teaching How to Think Like a Programmer

This chapter aims to provide a general description of the preferred pedagogical approaches for the delivery and practice of computer science education based on a review of the literature. Pedagogical approaches mainly used in the teaching of computer science are unplugged activities, robotics programming, block-based or initial programming environments and cross-curricular activities. The preference of these pedagogical approaches varies according to the learners' age and level. Whilst all of these approaches can be used for all ages, some are aimed more at the beginner level than others. The benefits of using each of these approaches will be discussed in this chapter by way of considering educational tips.

A Pedagogical Paradigm Shift

This chapter provides an insight into the theoretical perspectives which form the foundation of extended reality (XR) and its emergence in practice as a fundamental part of medical and healthcare curricula. Issues such as the authenticity of learning, the validity and reliability of XR within processes of assessment, and the theoretical underpinnings of pedagogical approaches in health professions pedagogy are illuminated. Also considered are the implications of XR within the context of non-patient-based learning and the delineation of cognitive, affective, and psychomotor domains of learning in relation to patient outcomes at the front line of care in applied practice. The COVID-19 pandemic, which has impacted all global higher education institutional (HEI) learning since March 2020, is also considered in the context of moves to ensure that medical and healthcare education can continue, albeit via hybrid models of learning as opposed to traditional pedagogical approaches, which have remained little altered over the last century.

Game-Based Learning to Enhance the Reading Ability of Children With Autism or Other Learning Difficulties

The paper presents the design of a highly customizable game for children with autism spectrum disorder facing learning difficulties. The same solution can be used for children with or without other developmental disorders facing learning difficulties. The scope of the research was to create a generic solution to facilitate the learning process of reading in the targeted population. The latest pedagogical approaches (TEACCH, PECS, ABA, Makaton, etc.) are combined with appropriate gamification techniques to produce the desired outcome. The game has been developed with the unity game engine in order to run in any device. The final solution has been pilot tested in a small group of highly-functioning children with autism. The results of the design process and the early findings from the pilot testing are presented in the current paper.

Strategy to Implement Gamification in LMS

The main goal of the chapter is to discuss implementation of the structural gamification in LMS. The overview of pedagogical approaches, theories, models, and systems connected to the serious games and in particular for gamification is presented. The possibilities for using the game elements and techniques in е-learning (incl. possible realization with the standard elements of a non-gamified LMS) are presented. A four-stage cyclical gamified learning model is proposed. For the four categories of learners from the Bartle's classification, the appropriate game elements are determined. Two plugins for the application of structural gamification in Moodle have been designed and developed, which integrates game elements and techniques in the process of e-learning. The first plugin changes the design of the course into a game view. The second plugin allows adding specific game elements, which do not exist in Moodle. Different experiments of structural gamification have been done and presented.

Theories and Practices Behind Educational Robotics for All

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

EFFECTIVENESS OF OBSERVE AND RELATE SELF - APPROACH (ORSA) IN ENHANCING THE GRAMMATICAL COMPETENCE: A

The study determined the effectiveness of Observation Response and Self-Approach (ORSA) in improving the grammatical competence of Grade 7 learners of Looc Integrated School. This study used the quasi- experimental design and pretest/ posttest questionnaire. ORSA was used as an approach to teach students grammar including WH questions, verb, and prepositions. This was limited to selected Grade 7 students with the lowest grammatical competence. The ORSA study was taken from the name of the author itself, a new way to assess students through positive assessments that explores the learner’s innate talents and skills and to reassure and to encourage the development of strength in students. It is also centered on the pedagogical approaches and emphasizes the use of positive assessment as to its unique feature in evaluating students’ performance utilizing non-threatening assessments that motivated the students to develop self-efficacy and eventually become an independent learner whose competencies acquired are internationally aligned and acceptable even during this new normal in the time of pandemic. The idea of ORSA can be anchored on Locke’s idea of reflection. Before applying the approaches, students got lower scores. After being exposed to the approaches, their mean scores increased. It can be implied that through the use of ORSA, the students think and question that they have learned through the persuasion of the teacher, they believed in themselves and in what they have learned. ORSA and K to 12, the two groups of student-participants have different levels of grammatical competence. As observed in the obtained means, students exposed to ORSA achieved higher grammatical competence as compared to students exposed to K to 12 teaching approach. This connotes that ORSA is proven effective in enhancing the grammatical competence of the students

The Training of Undergraduate Medical Students in General Medical Practice and Primary Health Care: A Scoping Review

Background: Undergraduate medical students are trained to acquire a general medical practice overview on qualifying. This training forms a foundation for primary health care service or further training towards a specialty of choice. Objective: The aim of the study was to determine the scope of published scientific literature on the training of undergraduate medical students in “general medical practice” and “primary health care,” exploring how these two concepts are understood, the pedagogical approaches employed by the trainers, the training platforms and the challenges encountered during the training. Methods: The review followed the five steps recommended by Arksey and O’Malley. Using the specified eligibility criteria, the research team systematically screened titles, abstracts, and full articles. Data were entered into Google Forms spreadsheets, which was followed by inductive data analysis of key themes. Results: 130 articles were eligible for inclusion in the study. Thematic analysis yielded eight themes: definition of “general medical practice” and “PHC”, pedagogical approaches (conventional, PBL, teams and CBME), training platforms (tertiary and rural), medical students’ trainers (faculty, GPs and patients), training content, trainers’ and trainees’ perceptions, and challenges encountered. Conclusion: This scoping review has revealed that general medical practice and primary health care are approaches to holistic patient care taught at undergraduate medical training. Primary health care and general medical training are mainly undertaken in GP practices and rural settings. Competency-based medical education is emerging as an appropriate pedagogical method towards ‘fit-for-purpose’ training. The inclusion of patients as trainers in general medical practice and primary health care is yielding positive results.