Pro-active: Active learning applied to programming subjects in the first year of the degree programme

• M.D. Pérez Godoy ^[1] ; J.J. Aguilera García ^[1] ; V. Rivas Santos ^[1] ; F. Martínez del Rio ^[1]
  1. [1] Universidad de Jaén

     Universidad de Jaén

     Jaén, España

     
• Localización: INTED2026 Proceedings: 20th International Technology, Education and Development Conference / coord. por Luis Gómez Chova , María Consuelo González Martínez, Joanna Lees, 2026, ISBN 978-84-09-82385-7, pág. 974
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Our methodology is being implemented for programming subjects in the first year of the following degree programmes: Computer Engineering, Artificial Intelligence and Cybersecurity, and Industrial Engineering. These subjects have a high number of enrolled students and a high level of practical content.It has long been proven that using lectures exclusively as a teaching methodology is inadequate for the teaching-learning process. This is particularly pertinent in a discipline with a strong applied focus, where students require time to develop their skills. It is essential that students participate actively rather than merely observing code solutions created by others.Furthermore, in recent years, it has become increasingly difficult to maintain student attention throughout the class, even when classes focus on problem solving or use active methodologies or flipped classrooms. This is because these can all become routine and overwhelm students with continuous tasks, quizzes and other activities.To encourage student participation in the learning process, we intend to implement active, student-centred learning elements that place more responsibility on students for their own learning.However, we do not intend to eliminate explanations or problem-solving activities led by teachers completely, for a number of reasons: the large number of students enrolled, the complexity of some concepts, the importance of transmitting good programming practices and the differences in prior knowledge levels among students.We propose a dynamic, mixed methodology that aims to maintain students' attention by incorporating a variety of tasks, such as dynamic lectures, active learning, and practical classes with guided independent learning. In this way, teachers will explain the most complex concepts and students will be able to actively participate in the teaching and learning process, including through group work. This methodology considers the characteristics of the subjects involved, such as large group sizes and the fact that students are in their first year and first semester.