Introduction to special issue on alternatives to lecture in the computer science classroom

Active learning in the college classroom has long been promoted as more effective than traditional lecture. Increased adoption of these instructional practices is recommended in several prominent national reports as well as a new National Science Foundation program. The goal of this special issue is to share evidence-based instructional practices that have been applied to computer science education. With collaborative learning, students interact with each other to achieve a common learning goal. Peer Instruction is an active pedagogy pioneered in Physics education in which most lecture time is replaced with students answering carefully designed multiple-choice questions. Chemistry faculty developed and refined an inquiry-based pedagogy called Process-Oriented Guided-Inquiry Learning (POGIL). The fields of Architecture and Fine Arts promote student collaboration in studio-based learning.

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