Active Learning pedagogies provide numerous benefits for student learning that is relevant for both in-person and remote coursework (Freeman et al., 2014; Deslauriers et al., 2019; Koedinger et al., 2015). The potential beneficial effects of active learning are particularly pronounced for students from under-represented groups within Science, Technology, Engineering, and Math (Theobald et al., 2020). My active learning approach in computer science supports the interactive construction of knowledge by having students work collaboratively on Guided Inquiry Learning Worksheets, inspired by the CS Process-Oriented Guided Inquiry Learning (POGIL) community. POGILs have been shown to be beneficial to student learning in computer science (Yadav et al., 2019), as well as potentially having additional benefits for students from underrepresented groups within computer science (Hu and Shepherd, 2013). My approach and learning philosophy are detailed more in the articles below.
Howley, I. (2020) Adapting Guided Inquiry Learning Worksheets for Emergency Remote Learning in the Journal of Information and Learning Sciences.
Howley, I. (2020) Remote POGIL Collaborative Worksheets: Instructions for Students.
Howley, I. (2020) Sample POGIL Worksheet: 20a. Dictionaries, Part 1.