Keywords
Learning Material
Digital Learning Environment
Learning and Teaching
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Copyright (c) 2022 Elisaweta Ossovski, Michael Brinkmeier, Ann-Katrin Becker, Laura Hembrock, Daniel Kalbreyer, Sven Klecker
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
In introductory modules offered for different degree programmes with different impact on the study plan, the previous knowledge, goals and motivations of the participants differ considerably. As a part of a project on the digitalisation of teaching in computer science, a concept for such an introductory computer science module was therefore developed over two years. It provides individualised learning opportunities and combines synchronous with asynchronous learning phases. The concepts of flipped classroom and project work were used as a didactical basis, while Jupyter Notebook was used as a programming environment and for providing learning material. Through various evaluation methods involving both the students and the student tutors, who supervise them, it was possible to identify aspects that were improved further in the second year after the first year. Despite the burdens of the digital semester caused by the COVID-pandemic, a concept has been developed that offers more individual learning opportunities to the students and leads to a high level of satisfaction. A gamification concept was also included. In particular, asynchronous learning materials seem to have succeeded in encouraging students to prepare and follow up on their learning, which is often lacking in traditional lectures.
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