Retention in First Stage Undergraduate Computing: Lessons Learned from a Collaborative Learning Intervention

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490, Mitchell, Alexander and Brown, Douglas ORCID: https://orcid.org/0000-0001-6662-6629 (2023) Retention in First Stage Undergraduate Computing: Lessons Learned from a Collaborative Learning Intervention. In: Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education, July 8--12, Turku, Finland. (In Press)

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Abstract / Summary

It is challenging to retain computing students through their first stage of undergraduate education. Attrition is high, with many transferring courses or dropping out. This poster explores preliminary findings from an action research project improving continuation in first-stage undergraduate computing. Five years of data from Falmouth University's Games Academy in the UK suggest improvement in first-stage retention from $66.6\%$ in 2017-18 to $91.2\%$ in 2021-22. Findings support prior work on pair programming, media computation, and peer instruction. However, they also highlight the benefits of collaborative learning facilitated by faculty and informed by learning analytics. Peer reviews and pre-submission clinics, student advisor follow-ups, and retrieval via synoptic assessment also contributed to the improvement.

Item Type:	Conference or Workshop Item (Poster)
Subjects:	Education
Courses by Department:	The Games Academy > Computing for Games
Related URLs:	Publisher
Depositing User:	Michael Scott
Date Deposited:	06 Jun 2023 14:47
Last Modified:	04 Jul 2023 17:56
URI:	https://falmouth-test.eprints-hosting.org/id/eprint/4946

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