{'fraction_non_alphanumeric': 0.018002322880371662, 'fraction_numerical': 0.0023228803716608595, 'mean_word_length': 5.453183520599251, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Assessing Active Alternatives for Teaching Programming

Active learning and cooperative learning are two alternatives to the traditional lecture/lab approach to teaching software development. Evidence supporting use of these learning strategies in Computer Information Systems (CIS) began to emerge in the mid-1990s as faculty sought ways to improve student understanding of programming concepts, reduce the level of frustration, and better prepare students for jobs based on teamwork. Shifts in the competencies of incoming students have influenced the type of material covered in the sta ndard class period. Though a higher percentage of students may enter knowing the basic mechanics of the computer, it remains difficult for them to effectively apply that skill beyond their personal interests of music, games, and surfing. Used to an advantage, these changes in student competencies can provide more time for “why” topics in place of “how to” topics. Technology integration enables the shift to occur more efficiently, but alternatives to a pure lecture mode of course delivery may be worthwhile. A study with active and peer learning strategies that was conducted at this mid-west USA institution involving software development is reported here. The results of this study indicate that some lecture is necessary, structure is critical, and careful attention to group processes and facilitation is needed. The rewards are that active exercises shorten the learning cycle and improve problem-solving abilities, attitude is significantly improved, and interpersonal skills are gained. Using literature and empirical research this paper assesses the value of active and peer learning environments in programming courses.