No computers? No problem! Active and cooperative learning in an introductory computer science course

Abstract

This paper describes the use of active and cooperative learning techniques in an introductory computer science (Java) course. During classroom sessions, the instructor had a computer/projector, but students had no computer access. The challenge was to teach programming to students who were not at computers. One technique involved completion of short programming exercises in small heterogeneous teams. A typical two-hour class might consist of several brief periods of instruction interspersed with 10- or 20-minute periods of team work. Teams shared their solutions with classmates using the whiteboard or overhead projector. The instructor demonstrated a working solution using the instructorpsilas computer/projector, and later put it on the class Web site for the studentspsila use. Another active/cooperative learning technique used was a daily quiz, which was completed by the student during class. Students were encouraged to work together on the quiz, or to ask questions about it during class. The quiz was used as an outline and reinforcement of the daypsilas topics, as well as a feedback mechanism for the instructor. Students also found the quizzes helpful as study tools. Both uses of active and cooperative learning served to make the sessions more valuable and enjoyable than in an ordinary lecture-format class.