Abstract

In team-based learning (TBL), students first independently study new conceptual material before it is covered in class, and then they spend a significant amount of time in class working in groups on progressively more difficult problems and applications based on that new material. TBL gives students the chance to not only study course material more effectively than in the conventional lecture-based format, but also to acquire a variety of professional skills that are transferable, such as problem-solving, interpersonal, and teamwork abilities. TBL was modified as the primary teaching and learning approach in a two-course first-year student-level computer programming courses due to these potential advantages, and it has been used there since 2022. This article outlines the advantageous adjustments that have been made to the way TBL is applied in the computer programming courses. These adjustments were made in part as a result of the student-driven evaluations, which are presented. Also described are the tools used to gauge student learning in the TBL-taught courses. In the first-year student -level computer programming language courses, they offer assessment data that hints that the stated improved version of TBL is an efficient technique to support learning of both technical knowledge and a number of professional abilities.

Keywords: Team-based Learning, TBL, student-driven evaluations, assessment data

Abstract

In the realm of computer science education at San Bernardino Valley College, the environment is characterized by a diverse student population spanning various ethnic, racial, gender, age, socioeconomic, and academic backgrounds. This article delves into the dynamics within this educational setting, exploring the interplay of Activity Theory, Neil Postman's Five Models, and the Learner/Teacher Needs framework. Examining these frameworks uncovers how the physical, social, intellectual, and cultural environments within the classroom influence teaching and learning practices. The physical environment is meticulously designed to accommodate diverse needs, fostering comfort, accessibility, and active participation. Meanwhile, a supportive social environment encourages collaboration, respect, and open student communication. The intellectual environment emphasizes inclusivity and equal opportunities for all learners, catering to diverse learning styles and prior knowledge. Culturally relevant examples and resources enrich the learning experience, promoting appreciation for diverse perspectives. Neil Postman's Five Models and the Learner/Teacher Needs framework further enhance our understanding, emphasizing the significance of well-equipped tools, varied instructional methods, engaging content, a supportive environment, and practical evaluation in educational practices. Additionally, exploring Domine's approaches underscores the importance of active learning, student engagement, and real-world application, aligning with the commonplaces to enrich the learning experience further. This comprehensive examination sheds light on the intricate interactions shaping the educational landscape at San Bernardino Valley College's computer science education.

Keywords: Computer Science Education, Diversity, Activity Theory, Neil Postman's Five Models, Learner/Teacher Needs, Physical Environment, Social Environment, Intellectual Environment, Cultural Environment, Inclusivity, Collaboration, Engagement, Active Learning