Peer-Designed Active Learning Modules as a Strategy to Improve Confidence and Comprehension Within Introductory Computer Science

Abstract

AbstractWhile research has demonstrated the links between active learning and student success, lecture remains a dominant instructional method within introductory STEM courses. In this project, we used the strategy of enlisting peer mentors to develop and facilitate active learning modules within introductory computer science. First, we describe the preparation peer mentors underwent for their role and the active learning modules that were developed. Next, we share survey data from introductory undergraduates (n = 45); they viewed peer mentors as effective facilitators and credited the active learning modules as contributing to their comprehension of and confidence with course material. In our analysis, we underscore the value of analogy and simulation as cognitive scaffolds and the contributions of near-peer perspectives when developing introductory science courses. Implications for future work involving introductory college science teaching are discussed. Additional informationNotes on contributorsBecky Wai-Ling PackardBecky Wai-Ling Packard (bpackard@ mtholyoke.edu) is professor of psychology and education at Mount Holyoke College in South Hadley, Massachusetts.Jaemarie SolystJaemarie Solyst, Anisha Pai, and Lu Yu all completed their computer science undergraduate degrees from Mount Holyoke College.Anisha PaiJaemarie Solyst, Anisha Pai, and Lu Yu all completed their computer science undergraduate degrees from Mount Holyoke College.Lu YuJaemarie Solyst, Anisha Pai, and Lu Yu all completed their computer science undergraduate degrees from Mount Holyoke College.