Teaching Data Structures through Group Based Collaborative Peer Interactions

S. Nazir, Stephen Naicken, James H. Paterson
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引用次数: 3

Abstract

Data structures and algorithms is an important subject in Computer Science curriculum and builds upon the programming concepts learned by the students in their earlier courses. However, the abstract nature of the concepts can often be difficult for students to grasp. This problem becomes aggravated in an international setting with students from diverse academic backgrounds, resulting in some students losing interest and failing to follow along. This paper describes our novel approach to teach data structures for Computing undergraduates from 30 African countries at African Leadership College (ALC) in Mauritius in partnership with Glasgow Caledonian University, UK. The blended learning program uses a student led "flipped classroom" approach, requiring students to view lecture and supporting material online prior to engaging in on-campus seminar session with the tutor. Peer instruction is a key component of the flipped approach. In seminars, students worked on group based problem-solving activities in data structures supported by the tutor. The students devised their solutions on white boards taking ownership of the problem, became motivated to discuss their ideas freely, and to select a group solution. The group solutions were then shared with the other groups and peer reviewed, led by the tutor. This collaborative learning environment was observed to facilitate discussions, and students' contributions and performance in later assessments offered evidence of understanding of core subject concepts.
通过基于小组的协同同伴互动来教授数据结构
数据结构与算法是计算机科学课程中的一门重要学科,它建立在学生在早期课程中学到的编程概念的基础上。然而,概念的抽象性往往让学生难以掌握。这个问题在国际环境中变得更加严重,学生来自不同的学术背景,导致一些学生失去兴趣,无法跟上。本文描述了我们在毛里求斯非洲领导学院(ALC)与英国格拉斯哥喀里多尼亚大学合作,为来自30个非洲国家的计算机本科生教授数据结构的新方法。混合式学习计划采用学生主导的“翻转课堂”方法,要求学生在参加导师的校园研讨会之前在线观看讲座和辅助材料。同伴指导是翻转教学方法的关键组成部分。在研讨会上,学生们在导师的支持下,在数据结构中进行小组解决问题的活动。学生们在白板上设计出解决方案,主动地讨论他们的想法,并选择一个小组解决方案。小组解决方案随后与其他小组分享,并在导师的带领下进行同行评审。观察到这种协作学习环境有助于讨论,学生在后来的评估中的贡献和表现提供了对核心学科概念理解的证据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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