Student attitudes towards active learning methods in a senior-year computer engineering course

Abstract

Active Learning is gaining momentum as a method to ensure best use of class time in science and engineering classrooms by focusing on the intended learning outcomes rather than the traditional focus on coverage of material via lecturing and homework sets. Active Learning is not the same as the Flipped Classroom approach, where the students are expected to read the material or watch lectures at home and then solve problems in class. Active Learning utilizes class time to introduce the material by engaging the students in exercises that aim at two things: 1) to discover new concepts by bringing out misconceptions that might have previously been held by individual students, and 2) to gain practical skills in design and problem solving. This study presents the results of student surveys which evaluate the students’ experiences with various teaching/learning methods, and show a clear advantage for methods that depend more on active learning within the class, and student one-on-one discussions, while the students thought least of slide-based lectures and homework problems.