Contextualised problem-based approach for teaching undergraduate database module

Research output: Contribution to conference typesPaperResearchpeer-review

Abstract

In this paper, a new approach has been used in teaching the second year undergraduate database module. The approach is a combination of contextualisation, problem-based approach, group work and continuous formative assessment. The contextualisation ensures the visibility of teaching/learning activities so that students are aware of the values of activities and how they can fit into a big picture. Problem-based approach gives the students tasks/problems to solve before the relevant lecture takes place, hence can better develop effective reasoning processes, independently learning skills and improve motivation and engagement. Group work is regularly used due to the diversity of student backgrounds and level of prior knowledge of certain topics. By having group work, students can learn from each other and easily clarify confusions among themselves before approaching the lecturer. This gives the lecture more time focusing on common issues. Formative assessment has also been used to support teaching/learning activities and to reinforce their understanding. The work in this paper has been evaluated via an end-of-year online module survey. The results show good effectiveness of the new approach, although there are still spaces for improvement.
Original languageEnglish
Publication statusPublished - 4 Jul 2014
EventHigher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014 - Southampton Solent University
Duration: 4 Jul 2014 → …

Conference

ConferenceHigher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014
Period4/07/14 → …

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Cite this

Xue, J. (2014). Contextualised problem-based approach for teaching undergraduate database module. Paper presented at Higher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014, .
Xue, James. / Contextualised problem-based approach for teaching undergraduate database module. Paper presented at Higher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014, .
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note = "Higher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014 ; Conference date: 04-07-2014",

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Xue, J 2014, 'Contextualised problem-based approach for teaching undergraduate database module' Paper presented at Higher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014, 4/07/14, .

Contextualised problem-based approach for teaching undergraduate database module. / Xue, James.

2014. Paper presented at Higher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014, .

Research output: Contribution to conference typesPaperResearchpeer-review

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AB - In this paper, a new approach has been used in teaching the second year undergraduate database module. The approach is a combination of contextualisation, problem-based approach, group work and continuous formative assessment. The contextualisation ensures the visibility of teaching/learning activities so that students are aware of the values of activities and how they can fit into a big picture. Problem-based approach gives the students tasks/problems to solve before the relevant lecture takes place, hence can better develop effective reasoning processes, independently learning skills and improve motivation and engagement. Group work is regularly used due to the diversity of student backgrounds and level of prior knowledge of certain topics. By having group work, students can learn from each other and easily clarify confusions among themselves before approaching the lecturer. This gives the lecture more time focusing on common issues. Formative assessment has also been used to support teaching/learning activities and to reinforce their understanding. The work in this paper has been evaluated via an end-of-year online module survey. The results show good effectiveness of the new approach, although there are still spaces for improvement.

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Xue J. Contextualised problem-based approach for teaching undergraduate database module. 2014. Paper presented at Higher Education Academy Science, Technology, Engineering and Mathematics (HEA STEM ) (Computing): Teaching, Learning and Assessment in Databases (TLAD) 2014, .