Research Publications

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    Using active learning integrated with pedagogical aspects to enhance student’s learning experience in programming and related concepts
    (Springer, Cham, 2019-09-25) Imbulpitiya, A; Kodagoda, N; Gamage, A; Suriyawansa, K
    Teaching programming concepts and skills to beginners is a challenging and daunting task. As undergraduates, students struggle with understanding the fundamental concepts of programming and learning the syntaxes to build up a solution to an existing problem. The main challenges in delivering an introductory programming module are to get the students actively engaged within and outside the classroom and to increase the level of interest towards programming. Many researchers have tried out using different active learning tools and techniques to engage students in the learning process interactively. Even though lot of different techniques and tools have been introduced with time there is still a reluctancy among the learners and academics to move from the traditional teacher centric learning environment to a more interactive student centric environment. This research is focusing on how active learning integrated with pedagogical aspects can be used in an introductory programming module and the effectiveness of it when compared with a traditional approach.
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    Prospective Teachers’ Understanding of Active Learning
    (Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Mallawa, M. V. K
    The pre-service teacher education programme in national Colleges of Education in Sri Lanka has been facing a challenge to transform traditional didactic instructional process to a more learner-centred direction. The purpose of this study was to find out the prospective science teachers’ understanding about the active learning and how their understanding change as they complete a two-year institutional training period. 77 science prospective teachers were randomly selected from a population in the academic year 2017/2019. Data were collected using the open-ended questionnaire, informal discussions, and written documents. Results showed that at the beginning, prospective teachers explained active learning in various ways and were unable to give a clear definition. Majority of them learnt as passive learners in the secondary level classes and thought development of subject matter knowledge through group activities is the way of active learning. When they followed the preservice curriculum engaging learner-centred activities, laboratory work, field trips and teaching practice they experienced learning theories and teaching-learning methodologies and gradually developed the understanding of active learning. There were no observable changes in the middle of second year. Prospective teachers, further equipped with good knowledge and practicalities on active learning showed a gradual transformation in their understanding.