A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Halkude, S. A.
- An Active Learning Strategy Think-PairFree Open Source Software-share to Teach Engineering Cources
Authors
1 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 28, No Spl Iss (2015), Pagination: 105-110Abstract
TPS (Think-Pair-Share) is a cooperative learning strategy where students think about their responses for a problem given by instructor then discuss their individual solutions in pairs and share those solutions with the class. Think-PairFree-Open-Source-Software-Share (TPFOSSS) is a modified activity of TPS in which free open source software can be used in TPS activity. How these two activities can be used in teaching the engineering courses is explained in this paper. Here, the case study of Theory of Computation which is the core course of Computer Science and Engineering and the base for many other courses like System Programming, Compiler Construction, etc. is considered. These TPS and TPFOSSS activities are employed for the Theory of Computation course to improve students' conceptual understanding. In this paper, one group Pre-Test Post-Test model is considered. Experimental results, students' perception about these activities and effectiveness of these activities are also presented in the study.Keywords
Think-Pair-Share (TPS), Think-PairFOSS-Share (TPFOSSS), Theory of Computation (TOC), t-Test.
- T24S : Modified TPS Activity for Mathematical Courses to Improve Students' Fundamental Knowledge
Authors
1 Computer Science and Engineering, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering, Walchand Institute of Technology,Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Think-Pair-Share (TPS) is a Collaborative, active learning strategy, in which students work on a problem given by an instructor, initially individually, then in pairs, and finally together with the entire class. T24S is a modified TPS activity in which students initially think individually, followed by discussion on problem-solving strategies in pairs and then in groups of four students followed by share phase. This T24S method is useful for Mathematical based courses like Theory of Computation, mathematics, Earthquake Engineering etc. In this paper, the case study of mathematical course like Theory of Computation course of Computer Science and Engineering is considered. Theory of Computation is the course having mathematical orientation and the prerequisite for many courses in Computer Science and Engineering such as System Programming, Compiler Construction etc. This modified TPS activity is considered for Theory of Computation course to improve students' fundamental knowledge of the course and in turn to improve their performance of students in the examination. In this paper, one group Pre-Test Post-Test model is considered. Experimental results and student's perception about this activity are also presented. Also other active learning strategies considered for this course are explained to improve university results.Keywords
Think-Pair-Share(TPS), T24S(Think-Pair-Four in Group-Share), Theory of Computation, T-Test, Likert's Scale.- T24S : Modified TPS Activity for Mathematical Courses to Improve Students' Fundamental Knowledge
Authors
1 Computer Science and Engineering,Walchand Institute of Technology, solapur, IN
2 Civil Engineering,Walchand Institute of Technology, solapur, IN
Source
Journal of Engineering Education Transformations, Vol 29, No 4 (2016), Pagination: 23-30Abstract
Think-Pair-Share (TPS) is a Collaborative, active learning strategy, in which students work on a problem given by an instructor, initially individually, then in pairs, and finally together with the entire class. T24S is a modified TPS activity in which students initially think individually, followed by discussion on problem-solving strategies in pairs and then in groups of four students followed by share phase. This T24S method is useful for Mathematical based courses like Theory of Computation, mathematics, Earthquake Engineering etc. In this paper, the case study of mathematical course like Theory of Computation course of Computer Science and Engineering is considered. Theory of Computation is the course having mathematical orientation and the prerequisite for many courses in Computer Science and Engineering such as System Programming, Compiler Construction etc. This modified TPS activity is considered for Theory of Computation course to improve students' fundamental knowledge of the course and in turn to improve their performance of students in the examination.
In this paper, one group Pre-Test Post-Test model is considered. Experimental results and student's perception about this activity are also presented.Also other active learning strategies considered for this course are explained to improve university results.
Keywords
Think-Pair-Share(TPS), T24S(Think-Pair-Four inGroup-Share), Theory ofComputation, t-Test, Likert's Scale.- An Effectiveway to Improve Problem Solving Skill Using TPS, T24S and T21S:A Comparative Study
Authors
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 30, No 3 (2017), Pagination: 219-228Abstract
While studying various engineering courses, we often come across two types of problem statements: Simple problems which are possible to solve within two steps where as Complex one are those which required more than two steps to solve. Further in complex type of problem statement, there are two types: Type 1- Complexity is less initially and increases as we proceed further and Type 2- Complexity is more initially and it decreases for further steps. In the present study, we considered the active learning strategies to solve these types of problem statement. For this study, Theory of Computation course of Second Year Computer Science and Engineering is considered. Think-Pair- Share (TPS) is a well known active learning strategy in which students work on a problem posed by instructor, first individually (Think), then in pairs (Pair) and finally together with the entire class (Share).TPS is considered for Simple type of problem statement. After implementing TPS frequently, we have modified the TPS activity in such a way that it can be used to solve the Type1 and Type2 problem statements as mentioned above. The modified active learning strategies are renamed T24S (Think-Pair- Four in Group-Share) and T21S (Team-Pair- Individual-Share). T24S consist of four phases- Think, Pair, Four in group and Share phase.
In phase "four in group phase", two pairwork together to complete the task. So this T24S activity is considered to solve the Type1 examples. I n T 2 1 S , students work in the group of four to solve the problem statement. Next, teams split into pair to work on the same problem statement. Finally pair breaks up and student work individually to complete the task followed by sharing of the problem statement solution with the class. Such T21S activity is employed for solving the Type 2 problem statements.We conducted pre-post single group study for three learning objectives (LOs) as (1) solve the simple problem statement (LO1), (2) solve the complex problem statement of Type1 (LO2) and (3) solve the complex problem statement of Type2 (LO3). It is found that TPS, T24S and T21S methods are useful for satisfying LO1, LO2 and LO3 respectively.The objective of this study is to improve the problem solving skill of students. In this study, we are presenting the results obtained along with feedback about TPS, T24S and T21S.
Keywords
TPS (Think-Pair-Share), T24S (Think- Pair-Four in the Group-Share), T21S (Team-Pair- Individual-Share), T-Test, Likerts' Scale, Theory of Computation.References
- Sunita M Dol and Dr. S. A. Halkude (2016) T24S: Modified TPS Activity for Mathematical Course to Improve Students' Fundamental Knowledge, in Journal of Engineering Education and Transformation
- Komal R. Pardeshi (2016) Improving the Student Performance Using Think-Pair-Share for Operating System, Journal of Engineering Education and Transformation, DOI: 10.16920/ jeet/2016 /v0i0 /85651
- Dr. S. A. Halkude and SunitaM. Dol (2015)An Active Learning Strategy Think-Pair Free Open Source Software-Share to Teach Engineering Courses, Journal of Engineering Education Transformation, ISSN 2349-2473 (Print), eISSN 2394-1707 (Online), 413-418
- Abdurrahman Hi. Usman (2015) Using the ThinkPair-Share Strategy to Improve Students' Speaking Ability at Stain Ternate, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN2222-288X (Online)Vol.6, No.10, 2015
- San San Tint and Ei Ei Nyunt(2015), Collaborative Learning With Think -Pair - Share Technique, Computer Applications: An International Journal (CAIJ),Vol.2,No.1, February 2015
- Sunita B. Aher and Dattatray P Gandhmal (2014) TPFOSSS: A Modified TPS Technique to Improve Student's Conceptual understanding of Compiler Construction Course,T4E-2014
- Sunita M Dol (2014) TPS(Think-Pair-Share) : An Active Learning Strategy to Teach Theory of Computation Course, International Journal of Educational Research and Technology P-ISSN 09764089;E-ISSN2277-1557, IJERT: 5 [4], 62-67
- Sampsel,Ariana (2013) Finding the Effects of ThinkPair-Share on Student Confidence and Participation, Honors Projects. Paper 28
- Aditi Kothiyal et. al. (2013) Effect of Think-PairShare in a Large CS1 Class: 83% Sustained Engagement, ICER'13, http://www.it.iitb.ac.in/~sri/papers/tps-icer2013.pdf.
- Gargi Banerjee et.al. (2013) Teaching with visualizations in classroom setting: Mapping Instructional Strategies to Instructional Objectives, IEEE Fifth International Conference on Technology forEducation, 176-183
- Vijayalaskhmi, M. (2012) Activity based teaching learning in formal languages and automatatheory - An experience, http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumb er=6306722&abstractAccess=no&userType=ins
- N. A. Nik Azlina(2010) CETLs : Supporting Collaborative Activities Among Students and Teachers Through the Use of ThinkPair-Share Techniques, IJCSI International Journal of Computer Science Issues, Vol. 7, Issue 5, September 2010 18 ISSN(Online): 1694-0814
- JimEison (2010) Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning, accessed from https://www.cte.cornell.edu/documents/presentation s/Eisen-Handout.pdf on 25-08-2016
- Mukta Goyal and Shelly Sachdeva (2009) Enhancing Theory of Computation Teaching through Integration with other Courses, International Journal of Recent Trends in Engineering, 1( 2), 137-140.
- Carss and Wendy Diane (2007) The Effects of using Think-Pair-Share during Guided Reading Lessons, The University of Waikato.
- Heppner, F. (2007).Teaching the large college class:A guidebook for instructors with multitudes. ISBN-13: 978-0470180846 ISBN-10: 0470180846
- S. H. Rodger, et. Al. (2006) Turning automata theory into a handson course, In Thirty-seventh SIGCSE Technical Symposium on Computer Science Education, pages 379–383.
- Carlos I. Ches˜nevar et al. (2004) Didactic Strategies for Promoting Significant Learning in Formal Languages and Automata Theory,ACM1581138369, ITiCSE'04, Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, 7-11.
- Michael Prince (2004) Does Active Learning Work?A Review of the Research, Journal of Engineering Education
- Carlos Iv´an Ches˜nevar et al. (2004) Teaching Fundamentals of Computing Theory: A Constructivist Approach, Journal of Computer Science & Technology, 4(2), 91-97.
- John C. Martin (2003) - Introduction to languages & theory of Computation - (MGH).
- Carlos I. Ches˜nevar et al. (2003) Using Theorotical Computer Simulators for Formal Laguages and Automata Theory, ACMSIGCSE Bulletin Homepage archive, 35(2), 33-37.
- Stanley, C.A. & Porter,M. E. (2002). Engaging large classes:Strategies and techniques for college faculty.
- Susan Ledlow (2001) Using Think-Pair-Share in the CollegeClassroom
- V. Devedzic, et.Al.(2000) Teaching formal languages by an intelligent tutoring system , Educational Technology and Society, 3(2), ISSN1436-4522 .
- Anna O. Bilska et al. (1997)A Collection of Tools for Making Automata Theory and Formal Languages Come Alive
- Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University. Abstract online at http://www.ed.gov/databases/ERIC_Digests/ed3402 72.html
- Cross, P. (1987). Teaching for learning. AAHE Bulletin, 39(8), 3-7
- Weimer, M. G. (Ed.). (1987). Teaching large classes well.NewDirections forTeaching andLearning.
- Bruner, J. S. (1983). In search of mind: Essays in Autobiography.NewYork:Harper&Row
- Stuart, J. & Rutherford, R. J. (1978). Medical student concentration during lectures. The Lancet, 514- 516.
- http://www.hydroville.org/system/files/team_thinkp airshare.pdf
- https://en.wikipedia.org/wiki/Bloom%27s_taxonom y
- https://www01.ibm.com/marketing/iwm/iwmdocs/tn d/data/web/en_US/trialprograms/W110742E06714B 29.html
- An EffectiveWay to Improve Problem Solving Skill Using TPS, T24S and T21S:A Comparative Study
Authors
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN
Source
Journal of Engineering Education Transformations, Vol 31, No 2 (2017), Pagination: 16-25Abstract
While studying various engineering courses, we often come across two types of problem statements: Simple problems which are possible to solve within two stepswhereas Complex one are those which required more than two steps to solve. Further in complex type of problem statement, there are two types: Type 1- Complexity is less initially and increases as we proceed further and Type 2- Complexity is more initially and it decreases for further steps. In the present study, we considered the active learning strategies to solve these types of problem statement. For this study, Theory of Computation course of Second Year Computer Science and Engineering is considered.
Think-Pair-Share (TPS) is a well known active learning strategy in which students work on a problem posed by instructor, first individually (Think), then in pairs (Pair) and finally together with the entire class (Share).TPS is considered for Simple type of problem statement.
After implementing TPS frequently, we have modified the TPS activity in such a way that it can be used to solve theType1 andType2 problem statements as mentioned above. The modified active learning strategies are renamed T24S (Think-Pair-Four in Group-Share) and T21S (Team-Pair-Individual- Share). T24S consist of four phases- Think, Pair, Four in group and Share phase. In phase "four in group phase", two pair work together to complete the task. So this T24S activity is considered to solve the Type1 examples.
In T21S, students work in the group of four to solve the problem statement. Next, teams split into pair to work on the same problem statement. Finally pair breaks up and student work individually to complete the task followed by sharing of the problem statement solution with the class. Such T21S activity is employed for solving the Type 2 problem statements.
We conducted pre-post single group study for three learning objectives (LOs) as (1) solve the simple problem statement (LO1), (2) solve the complex problem statement of Type1 (LO2) and (3) solve the complex problem statement of Type2 (LO3). It is found that TPS,T24S and T21S methods are useful for satisfying LO1, LO2 and LO3 respectively. The objective of this study is to improve the problem solving skill of students.
In this study, we are presenting the results obtained along with feedback about TPS, T24S and T21S.
Keywords
TPS (Think-Pair-Share), T24s (Think-Pair-Four in the Group-Share), T21s (Team-Pair-Individual-Sshare), T-Test, Likerts' Scale, Theory of Computation.References
- Sunita M Dol and Dr. S. A. Halkude (2016) T24S: Modified TPS Activity for Mathematical Course to Improve Students' Fundamental Knowledge, in Journal ofEngineering Education and Transformation
- Komal R. Pardeshi (2016) Improving the Student Performance Using Think-Pair-Share for Operating System, Journal of Engineering Education and Transformation,DOI:10.16920/jeet/2016/v0i0/ 85651
- Dr. S.A. Halkude and Sunita M .Dol (2015) An Active Learning Strategy Think-PairFree Open Source Software-Share to Teach Engineering Courses, Journal of Engineering Education Transformation, ISSN 2349-2473 (Print), eISSN 2394-1707 (Online), 413-418
- Abdurrahman Hi. Usman (2015) Using the ThinkPair-Share Strategy to Improve Students' Speaking Ability at Stain Ternate, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN2222-288X (Online)Vol.6,No.10, 2015
- San San Tint and Ei Ei Nyunt(2015), Collaborative Learning With Think -Pair - Share Technique, Computer Applications: An International Journal (CAIJ),Vol.2,No.1, February 2015
- Sunita B. Aher and Dattatray P Gandhmal (2014) TPFOSSS: A Modified TPS Technique to Improve Student's Conceptual understanding of Compiler Construction Course,T4E-2014
- Sunita M Dol (2014) TPS(Think-Pair-Share) : An Active Learning Strategy to Teach Theory of Computation Course, International Journal of Educational Research and Technology P-ISSN 09764089;E-ISSN2277-1557, IJERT: 5 [4], 62-67
- Sampsel,Ariana (2013) Finding the Effects of ThinkPair-Share on Student Confidence and Participation, Honors Projects. Paper 28
- Aditi Kothiyal et. al. (2013) Effect of Think-PairShare in a Large CS1 Class: 83% Sustained Engagement, ICER'13, http://www.it.iitb.ac.in/~sri/papers/tps-icer2013.pdf.
- Gargi Banerjee et.al. (2013) Teaching with visualizations in classroom setting: Mapping Instructional Strategies to Instructional Objectives, IEEE Fifth International Conference on Technology for Education, 176-183
- Vijayalaskhmi, M.(2012) Activity based teaching learning in formal languages and au tomat a th eory - An exp e r i enc e , http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumb er=6306722&abstractAccess=no&userType=ins
- N. A. Nik Azlina(2010) CETLs : Supporting Collaborative Activities Among Students and Teachers Through the Use of ThinkPair-Share Techniques, IJCSI International Journal of Computer Science Issues, Vol. 7, Issue 5, September 2010 18 ISSN(Online): 1694-0814
- JimEison (2010) Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning, accessed from https://www.cte.cornell.edu/documents/presentation s/Eisen-Handout.pdf on 25-08-2016
- Mukta Goyal and Shelly Sachdeva (2009) Enhancing Theory of Computation Teaching through Integration with other Courses, International Journal of Recent Trends inEngineering, 1( 2), 137-140.
- Carss and Wendy Diane (2007) The Effects of using Think-Pair-Share during Guided Reading Lessons, The University ofWaikato.
- Heppner, F. (2007).Teaching the large college class:A guidebook for instructors with multitudes. ISBN-13: 978-0470180846 ISBN-10: 0470180846
- S. H. Rodger, et. Al. (2006) Turning automata theory into a handson course, In Thirty-seventh SIGCSE Technical Symposium on Computer Science Education, pages 379–383.
- Carlos I. Ches˜nevar et al. (2004) Didactic Strategies for Promoting Significant Learning in Formal Languages and Automata Theory,ACM1581138369, ITiCSE'04, Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, 7-11.
- Michael Prince (2004)Does Active Learning Work?A Review of the Research, Journal of Engineering Education
- Carlos Iv´an Ches˜nevar et al. (2004) Teaching Fundamentals of Computing Theory: A Constructivist Approach, Journal of Computer Science & Technology, 4(2), 91-97.
- John C. Martin (2003) - Introduction to languages & theory of Computation - (MGH).
- Carlos I. Ches˜nevar et al. (2003) Using Theorotical Computer Simulators for Formal Laguages and Automata Theory,ACMSIGCSE Bulletin Homepage archive, 35(2), 33-37.
- Stanley, C.A. & Porter,M. E. (2002). Engaging large classes: Strategies and techniques for college faculty.
- Susan Ledlow (2001) Using Think-Pair-Share in the CollegeClassroom
- V. Devedzic, et.Al.(2000) Teaching formal languages by an intelligent tutoring system , Educational Technology and Society, 3(2), ISSN1436-4522 .
- Anna O. Bilska et al. (1997)ACollection of Tools for Making Automata Theory and Formal Languages ComeAlive
- Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University. Abstract online at http://www.ed.gov/databases/ERIC_Digests/ed3402 72.html
- Cross, P. (1987). Teaching for learning. AAHE Bulletin, 39(8), 3-7
- Weimer, M. G. (Ed.). (1987). Teaching large classes well. New Directions for Teaching and Learning.
- Bruner, J. S. (1983). In search of mind: Essays in Autobiography. NewYork: Harper&Row
- Stuart, J. & Rutherford, R. J. (1978). Medical student concentration during lectures. The Lancet, 514- 516.
- http://www.hydroville.org/system/files/team_thinkp airshare.pdf
- https://en.wikipedia.org/wiki/Bloom%27s_taxonom y
- https://www-01.ibm.com/marketing/iwm/iwmdocs/ tnd/data/web/en_US/trialprograms/W110742E0671 4B29.html
- Improving Critical Thinking Skill of Students using aRPiGDs:An Effective and Alternative Method to Role Play
Authors
1 Computer Science and Engineering Department, Walchand Institute of Technology, Solapur, IN
2 Civil Engineering Department, Walchand Institute of Technology, Solapur, IN